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EMBRACING-    A    LETTER    FKo.M 


5  i\v'd  8.  Joynes  to  Geo.  P.  Tajloe,  1  sq., 


AND    A    PLAN' 


FOIt  THE  FOUNDATION  OF  A  NORMAL  SCHOOL 


In  Hollins  Institute,  Virginia  ; 


TO    •WHICH     IS    ADDLI) 


A  CATALOGUE  M  THE  INSTITUTE, 


SESSIOISTS   1863-4. 


1 


L  Y-XCITISTJUG-  i 

VIRGINIAN  POWER-PRESS  BOOK  AND  JOB  OFFICE. 
1801. 


-— ~»SWi& 


m$m™~- 


Ij  IE  T  T  IE  :R/. 


GEORGE  P.  TAYLOE,  Esq.,  { 

President  of  Board  of  Trustees  of  Hollins  Institute }   Va.  ) 

Sir, — The  approaching  meeting  of  the  Board  of  Trustees  of  this  Insti-  !• 
tute,  over  which  you  preside,  when,  as  I  understand,  the  future  policy  of  the  ( 
Institute,  both  during  and  after  the  war,  will  be  discussed  and  determined,  ) 
furnishes  me  the  occasion  for  addressing  to  you,  and  through  you  to  the  ( 
Board  of  Trustees,  some  views  and  recommendations  which  I  trust  may 
be  found  worthy  of  consideration.  The  present  condition  of  our  country, 
its  prospects  and  future  wants,  particularly  in  the  interests  of  Education, 
as  a  chief  element  of  its  independence,  give  a  peculiar  present  importance  to 
the  subjects  which  I  shall  present.  The  position  of  this  Institute,  as  the 
oldest  and  largest  female  Seminary  in  Virginia,  renders  it,  morever,  proper 
that  its  Trustees  and  Faculty  should  now  profoundly  consider  their  duties 
and  their  opportunities  with  reference  not  only  to  the  Institute  itself,  but 
to  the  wants  of  the  country,  under  the  highest  views  both  of  professional 
and  patriotic  obligation.  I  am  encouraged  to  believe  that  any  consider- 
ations touching  these  subjects  will  be  favorably  received  by  the  Trustees 
of  this  Institute,  and  that  whatever  views  may  be  adopted,  the  responsi- 
bilities and  the  interests  which  they  represent  will  not  be  disregarded. 
My  sense  of  the  vast  and  enduring  importance  of  these  interests  to  national 
as  well  as  to  social  and  individual  welfare,  and  the  acknowledged  influence 
and  reputation  which  this  school  enjoys,  encourage  me  to  address  you 
especially  on  this  behalf;  and  I  feel  that  I  may  do  so  the  more  freely, 
because,  while  deeply  interested  in  its  success,  I  am  yet  connected  with 
the  Institute  by  only  a  temporary  tie,  and  have  my  permanent  position 
and  interests  elsevrhere,  and  in  a  different  sphere. 

Among  all  the  interests  and  influences  which  comprehend  the  character 
and  welfare  of  a  people,  there  is  no  one  more  important  than  that  of 
Education.  This  embraces  the  very  sources  of  the  national  life,  and,  con- 
ceived in  its  moral  as  well  as  intellectual  aspects,  it  may  almost  be  said  to 
be  omnipotent  in  its  influence  upon  national  character,  as  well  as  upon 
social  and  individual  welfare  and  happiness.  The  School,  the  Church 
and  the  Family — which  are  all  embraced  in  its  full  signification — are  the 
great  laboratories  in  which  the  elements  of  a  nation's  life  are  cembined 
and  wrought  into  power;  and  in  these,  in  their  constitution,  and  charac- 

§isfs$^— .. -, , — ^mi^B 


THE    EDUCATION"    OF     JT.ACHKIIS 


ter,  their  influences  and  traditions,  their  teachings  and  discipline,  will  be 
found  the  key  to  the  intellectual  and  moral  life  of  the  individual  and  the 
people.  One  of  these,  receiving  the  child  at  its  birth,  and  attending  the 
man,  in  one  relation  or  another,  throughout  lit'.',  surrounds  him  with  influ- 
ences and  sanctities,  silent  and  innumerable,  that  can:  ol  be  analysed  nor 
described.  Another  comprehends  his  relation  tobis  Maker,and  embraces 
the  inscrutable  mysteries  of  the  heart,  which  none  but  himself  and  God 
can  penetrate.  For  these  reasons,  being  thus  of  the  nature  of  individual 
and  sacred  concerns,  they  are  less  the  subject  of  discussion  or  of  control; 
but  the  School,  which,  though  hardly  less  individual  in  its  importance,  is 
yet  public  in  its  character,  and  social  iu  its  constitution,  is  therefore  the 
more  appropriately  matter  of  public  concern  ;  and  questions  of  Education 
have  at  all  times  engaged  the  attention  and  discussion  of  thoughtful 
minds. 

And  such  questions  are,  indeed,  not  only  of  vital  importance  to  each 
individual  and  family,  but  they  possess  an  universal  and  patriotic  interest 
at  all  times.  The  School  and  the  Schoolmaster  occupy  the  very  fulcrum  of 
intellectual  and^moral  influence  upon  the  young.  They  contribute  the 
materials  which  shall  form  by  assimilation  the  substance  of  the  future 
mind  and  character.  They  determine  by  early  discipline  and  example5 
right  or  wrong,  the  methods  of  thought,  the  modes  and  standards  of 
reasoning  and  judgment,  and  in  no  small  degree,  also,  of  feeling  and  of 
conduct  in  after  life  ;  and  beyond  the  sphere  of  mere  instruction,  and  in  a 
far  more  important  sense,  the  associations,  and  the  habits,  the  standards, 
the  examples,  the  traditions  of  the  school,  woven  into  the  web  of  early 
growth  and  habit,  constitute  oft-times  the  most  powerful  elements  iu  the 
formation  of  the  intellectual  and  moral  character  in  after  life.  The 
agencies,  therefore,  which  convey  these  influences  cannot  be  of  slight 
importance.  The  institutions  of  Education  constitute,  indeed,  in  all  their 
peculiarities,  a  most  important  and  characteristic  part  of  the  civilization 
of  a  people.  In  their  several  departments  of  action  and  of  influence,  both 
moral  and  intellectual,  in  their  constitution  and  conduct,  their  government 
and  discipline,  their  methods  and  subjects  of  instruction,  their  standards 
of  attainment  and  of  morals,  they  both  express,  and  mightily  help  to  form, 
the  mind  and  character  of  the  people.  These  things  are,  therefore,  legiti- 
mate and  important  subjects  of  discussion,  that  are  indeed  of  vital  inter- 
est. In  all  nations,  just  in  proportion  to  their  advancement  in  intelli- 
gence and  civilization,  they  have  received  the  attention  of  thoughtful 
minds,  and  a  well  constituted  system  of  Education,  ar  d  Educational  Insti- 
tutions is  regarded  as  among  the  highest  glories  of  a  nation. 

But  if  this  is  true,  if  these  things  are  important  at  all  times,  and  for  all 
peoples,  then  are  they  especially  so  for  the  South  and  at  this  time.     We 

m§9*r> — - •• -• •• •- ~~-" s*sm£ 


<&m&™ — •■•••• •••-• 

IN    THE    SOUTH. 


stand,  indeed,  on  the  threshold  of  a  new  civilization.  For  this  people,  "old 
things  have  passed  away,  and  all  things  have  become  new."  A  little  while 
hence,  and,  God  helping,  they  will  stand  erect,  a  bruised  and  shattered 
remnant,  it  is  true,  but  yet  a  people  and  a  nation,  clothed  with  a  blood- 
bought  independence,  and  endowed  with  the  rights  and  responsibilities  of 
liberty  and  self-government.  Through  the  sacrifices  and  the  victorie?,  the 
agonies  and  the  glories,  the  trials  and  the  triumphs  of  this  great  war,  they 
will  have  won  for  themselves  a  place  and  a  name  among  the  nations  of  the 
earth,  and  laid  the  foundations  of  their  own  national  character  :  and 
beneath  the  inspirations  of  this  great  struggle — under  the  influence  of  its 
discipline  and  sufferings — by  the  light  of  its  profound  teachings,  they  will 
begin  to  make  their  own  career,  and  to  work  out  their  own  civilization  and 
destiny  in  the  history  of  the  world.  That  this  civilization  will  be  a  new 
one,  in  comparison  at  least  with  their  past  history,  that  a  profound  change 
will  have  come  over  the  condition  and  the  character  of  the  people,  affect- 
ing at  once  all  the  circumstances  of  individual  and  social  life,  and  all  the 
concerns  of  public  interest,  needs  not  to  be  said,  certainly  not  to  be  argued. 
It  is  already  manifest.  The  war  itself,  in  a  word,  will  be  the  basis  upon 
which  the  distinctive  civilization  of  this  people  will  be  founded  hereafter  ; 
and  its  effect  upon  their  political  and  physical  condition,  great  as  it  may 
be,  will  be  scarcely  greater  than  upon  their  intellectual  and  moral  char- 
acter. Its  experiences,  recollections,  and  traditions;  the  impulses,  the 
energies,  the  passions  and  aspirations  it  has  called  into  being,  will  be 
impressed  with  controlling  force  upon  every  mind,  and  will  inspire  the 
thoughts  and  the  sentiment?,  the  literature  and  the  ambition,  of  the 
present  and  future  generations,  with  ever  increasing  influence.  An 
immense  impulse  will  have  been  given  to  the  intellectual  as  well  as  the  phy- 
sical energies  of  the  people.  All  the  energies  of  thought  and  of  passion, 
as  well  ps  of  action,  will  have  been  aroused  to  their  utTost  intensity; 
and  with  the  same  intensity  they  will  seek  for  continued  exercise.  And 
as  the  ground  swell  after  a  storm  is  more  dangerous  than  the  storm  itself, 
which  controls  while  it  arouses  the  deep,  so  the  periods  that  immediately 
succeed  great  wars  are  often  more  fraught  with  peril  to  a  people,  than  war 
itself.  At  such  times,  so  critical  and  so  difficult  for  the  statesman  and  the 
ruler,  there  is  more  than  ever  need  that  all  the  conservative  moral  forces 
which  influence  the  character  of  a  people  and  give  stability  to  social 
and  political  institutions,  shall  be  held  unimpaired  and  in  full  activity. 
All  the  influences  of  Education,  of  Religion  and  of  Morals,  become  then 
supremely  important.  As  the  passions  and  the  energies  of  men  have 
become  intensified,  and  the  demoralizing  effects  of  war  been  spread  abroad 
through  the  land,  all  the  constraining  and  conservitive  agencies  of 
society  must  be  strengthened  in  proportion.     And  as  the  former  are  but 


>-"8«gff$ 


m*~~ -•■• —-•••-•• ■• ••..•■•••••••■••'■■••.••■•• — *»««£ 

6  .   THE  EDUCATION  OF  TEACHERS  j I | 

; —  | 

too  surely  transmitted,  in  increased  intensity,  to  the  young,  so  it  is  in  the  3 
minds  of  the  young,  ever  most  susceptible  to  good  as  to  evil,  that  they  7 
must  be  met  and  controlled.  For,  of  the  mixed  good  and  evil  which  / 
result  from  every  war,  however  the  former  may  ultimately  preponderate, 
it  is  unfortunately  the  evil  that  is  most  immediately  felt  and  most  speedily 
propagated.  And  if,  under  such  circumstance.:,  we  wiUhnot  educate  our 
childn  y,   that  they  may  be  the  guardians   of  free   institutions, 

our  institutions  themselves  must  succumb  to  ignorance  and  license;  for 
if  society  may  not  be  protected,  and  liberty  preserved,  by  intelligent  obe- 
dience and  enlightened  opinion,  under  mild  laws,  liberty  must  give  place 
to  anarchy,  and  then  to  despotism,  which  is  its  only  cure.  Civil  liberty 
cannot  long  consist  with  popular  ignorance  under  democratic  institutions; 
least  of  all  in  periods  of  intense  excitement  or  of  profound  reaction,  such 
as  follow  after  great  wars.  Of  this  truth,  history  is  full  of  proofs.  In 
free  governments,  therefore,  such  as  ours,  and  especially  in  times  like 
these,  apart  from  every  obligation  of  duty,  the  necessity  of  self-preserva- 
tion—stronger  in  political  ethics  than  every  other  motive— requires  that 
the  people  and  the  State,  above  all  others,  shall  appreciate  the  importance 
of  education  and  cherish  all  its  institutions  and  agencies. 

To  these  agencies  of  moral  as  well  as  intellectual  influence,  now  more 
than  ever  important,  we  must  chiefly  look,  both  to  resist  at  once  the 
immediate  demoralizing  effects  of  the  war  upon  the  young,  and  to  meet 
hereafter  the  multiplied  intellectual  and  moral  wants  of  the  country  in  its 
new  condition.  These  wants  must  be,  moreover,  now  anticipated  and  provi- 
ded for,  while  the  elements  of  demoralization  are  already  so  rife,  or  it  may 
be  too  late,  when— the  stress  of  war  removed— they  shall  be  let  loose  unre- 
strained upon  the  country.  Almost  an  entire  generation  of  our  young 
men,  since  the  beginning  of  this  war,  have  passed  from  childhood  to  man- 
hood, and  entered  the  field  of  strife,  in  great  measure  without  even  the 
ordinary  advantages  of  intermediate  education.  This  is  already  a  sad 
condition,  for  themselves  and  for  their  country,  and  it  is  therefore  only 
the  more  important  that  this  want  shad  be  supplied  for  those  who  are  to 
follow  after  them.  The  Confederate  Congress,  in  their  enactments,  and 
our  excellent  President,  in  many  public  expressions,  have  shown  a 
appreciation  of  the  vital  importance  of  this  subject  to  the  country.  Under 
circumstances  of  public  peril,  calling  for  the  exercise  of  all  the  defensive 
power  of  th»  country,  and  in  the  midst  of  a  conscription  almost  universal, 
those  who  are  legitimately  and  permanently  engaged  in  the  profession  of 
teaching,  have  been  left  exempt  from  military  duty.  This  can  only  have 
been  done  from  a  conviction  of  the  vital  and  enduring  importance  to  the 
country  of  their  work,  and  that  they— unfortunately  only  too  limited  a 
number— could  best  subserve  the  public  defence  and  the  common  welfare, 


»^-~~ ..--.•■ ...... ■■■■- ^^^^m 


IN    THE    SOUTH. 


by  keeping  alive  the  institutions  and  the  influences  of  education,  and  by 
training,  during  this  critical  period,  those  who  are  soon  to  be  charged 
"with   the  destinies    of  the    country.     This   consideration  imposes   upon 
teachers,  on   the  other  hand,  a  peculiar  obligation,  that  they  shall  take 
high  and  patriotic  views  of  the  trust  thus   confided  to  them,  and  that  in 
their  sphere,  not  the  least  important  in  this  aspect,  they  shall  realize  that 
they  too  are   called  to  labor,  in   common  with  the  soldier  and  the  legis- 
lator, for  the  establishment  of  our  independence,   and  the  perpetuity  of 
our  liberties.     The  first  element  of  Liberty  is  Independence.     But  there  can 
be,  indeed,  no  real  independence  without  that  moral  and  intellectual  inde- 
pendence upon  which  alone  a  true  nationality  and  an  enduring  glory  can 
be  founded.     Without   this— without    an    independent   national    culture, 
there  can  be  no  community  of  sentiment  among  the  people — no  indepen- 
dent literature— no  distinct  national  character — in  a  word,  no  true  inde- 
pendence and  no  permanent  institutions;  for  without  these,  political  inde- 
pendence^ military  powcr,can  rest  upon  no  distinct  and  enduring  basis.  Of 
this  truth, this  war  ha    j  i  \  en  us  already  an  impressive  proof.  To  our  cost  have 
we  realized  (when  it  was  almost,  yet  thank  God  !  not  yet  quite  too  late)  to 
what  extent,  under  the  name  of  equality  and  liberty,  the  Delilah  of  this 
false  Union  had  already  shorn  us  of  our  strength.     Xot  only  had  it  well- 
nigh  robbed  us  of   all  the  elements  of  political,  industrial,  commercial 
independence,  until  it  deemed  us  powerless  in  its  grasp:  but  with  a  still 
more  subtle  invasion,  our  artful  "brethren''  of  the  North  had  supped  the 
foundations  of  our  education  and  our  literature,  by  the  emissaries  of  their 
schools,  and  the  publications  of  their  press  ;  and  had  these  influences  not 
been  happily  arrested,  they  would  in  the  end  have  undermined  our  opinions, 
our  politics,  our  institutions  themselves,  rendering  their  dominion  com- 
plete, and  revolution  for  us  impossible.     How  far  this  had  been  already 
done  in  some  States,  we  nave  abundant  and  melancholy  proofs  ;  and  since 
at  this  rate,  revolution  or  slavery  must  have  come,  we  have  on  this  account 
reason  to  be  thankful  that  revolution  came  so  soon.     To  carry  forward 
successfully  this  revolution,  in  their  own  sphere,  and  to  establish  this 
bulwark  of  independence  for  our  people  henceforth,  is  now  the  peculiar 
duty  of  Southern  teachers  ;  and  how  this   shall  be  effected  is  the  great 
problem  of  Southern  education  at  the  present  day.     It  is.  a  problem  that 
comprehends  the  profoundest  interests,  and  the  most  momentous  and  far 
reaching  results,  affecting  the  welfare  and  character  of  our  people  ;  and  if 
it.  is  not  solved  practically  now,  under  the   impulses  which  this  war  has 
awakened,  and  while  its  spirit  is  yet  rife,  it  may  be  safely  said  that  it  will 
never  be  done  at  all,  but  that  we  shall  drift  back,  after  peace  is  made,  into 
a  worse  than  our  former  dependence.     For  it  would  then  be  a  dependence 
upon  a  foreign  people,  and  a  confession  alike  of  intellectual  inability  to  $k 


sMW™~~ •••- •• - •• •-•-• '-•- 

!  THE  EDUCATION  OF  TEACHERS 

complete,  and  of  moral  unworthiness  to  enjoy,  that  independence  which 
our  arms  had  won. 

"With  your  indulgence,  I  desire  to  offer  some  practical  views,  which  I 
deem  important  in  connection  with  this  general  subject,  before  passing  to 
the  specific  object  of  this  communication — upon  which,  however,  they 
will  have  a  direct  bearing. 

It  has  been  the  misfortune  of  the  South  that  thus  far  the  profession  of 
teaching,  as  such,  has  scarcely  been  known  among  us.  Except  in  a  few 
College  professorships,  many  of  which  are  of  limited  influence,  but  few 
educated  men  of  Southern  birth  have  devoted  themselves  professionally  to 
this  pursuit.  This  has  been  caused,  ia  part  doubtless,  by  the  character  of 
the  Southern  people,  who  have  been  attracted  rather  by  the  more  active 
pursuits  of  agriculture,  or  of  professional  or  political  ambition,  than  by 
the  quiet  studies  of  the  rchool;  in  great  part,  however,  by  the  abundant 
supp'y  of  teachers,  male  and  female,  which  the  North — that  country, 
par  excellence,  of  cheap  and  worthless  wares — has  furnished  to  do  this 
work  for  them,  at  (he  lowest  prices  and  in  the  quickest  way.  The  result  has 
been — apart  from  other  influences,  most  unfriendly  to  our  institutions  and 
pernicious  to  our  youth — that  the  profession  of  teaching  itself  had  fallen 
into  disrepute  among  us.  It  was  looked  upon,  not  as  a  fiell  worthy  of 
the  employment  of  high  talents  and  accomplishments,  but  mostly  as  a 
beggarly  business  worthy  only  of  Yankee  pedagogues.  And  it  was  prized 
and  paid  accordingly.  Among  our  own  people,  teaching  has  been  mostly 
a  temporary  occupation,  served  only  as  a  stepping-stone  to  some  other 
pursuit  that  offered  higher  rewards  ;  and  too  often  it  has  been  the  last 
resort  of  the  incompetent  and  worthless,  who  had  failed  at  every  other 
business.  Under  such  circumstances,  with  such  standards  in  the  profes- 
sion of  teaching  itself,  it  is  not  to  be  wondered  at  that  our  standard  of 
education  was  low,  and  that  the  Northern  schoolmasters  who  had  come 
among  us  with  their  -short  and  easy  method  >"  to  debase  our  intellect 
and  to  decry  our  institutions,  should  have  found  an  ample  field  both  for 
their  spelling  books  and  their  ridicule.  There  have  been,  of  course? 
exceptions,  in  many  worthy  and  illustrious  Southern  teachers— I  speak  of 
the  rule.  It  is  only  of  late  years,  and  chiefly  through  tho  influence  of  the 
University  of  Virginia — whose  noblest  offspring  is  the  body  cf  earnest 
teachers  which  it  has  sent  abroad  throughout  the  South,  that  our  people 
have  begun  to  awaken,  with  worthier  standards,  from  thif  pernicious  error, 
and  to  p«  rceive  that  t  is  not  only  important  what  \*  Uiuglit.  but  how,  hy 
i  whom,and  under  what  influences  and  associations.  This  war  has,  let  us  hope, 
•  completed  the  disenchantment,  and  banished  the  Northern  schoolmaster 
»,  and  the  Northern  school-book,  henceforth  forever,  from  our  midst.  We 
^  need  in  their  place,  and  that  we  may  forever  exorcise  their  influence,  an 

%w&^ — - - ■••• 


IN    THE    SOUTH. 


independent,  self-sustaining  system  of  Education — represented  by  our 
own  teachers — sustained  by  our  own  materials — congenial  with  our  own 
institutions,  and  as  remote  as  possible  from  their  pretentious  and  superfi- 
cial makeshifts — an  Education  simple,  earnest,  truthful,  worthy  of  the 
intellect  and  character  of  a  free  and  uncorrupted  people.  How  shall  this 
be  supplied  ? 

I  do  not  propose  to  discuss  any  of  the  details  of  this  question,  however 
important,  but  only  to  indicate  some  leading  points  that  are  pertinent  to 
my  present  object. 

In  the  first  place,  and  as  tlr;  ground-work  ui  every  other  reform,  the 
profession  of  teaching  among  us,  and  the  character  of  our  teachers,  must 
be  elevated  to  a  proper  standard.  For,  alter  all.  it  is  the  teacher  who  is  the 
life  and  soul  of  the  teaching.  The  most  perfect  institutions,  and  the  most 
complete  appliances  of  instruction,  will  be  useless,  unless  the  teacher  is 
able,  educated  and  faithful.  It  is  his  intellect,  his  method,  his  instruc- 
tion and  example,  that  impa-t  the  discipline  and  convey  the  impulses 
which  constitute  Education,  and  io.  comparison  with  which  the  mere 
acquisition  of  informal i  ra  is  of  contemptible  importance.  The  influence 
of  the  teacher  is  that  of  mind  upon  mind,  character  upon  character,  in 
direct  and  daily  contact,  aided,  on  ihe  ono  hand,  by  all  the  advantages 
of  position  and  authority,  and  on  the  other,  by  all  the  impressibility  of 
youth.  It  is  conveyed  through  innumerabl  >  channels,  beyond  the  mere 
agencies  of  instruction  ;  and  for  good  »;■  <•-  .1  -if  the  teacher  be  not  wholly 
imbecile  or  repulsive— it  will  affect  the  moral  as  well  as  the  intellectual 
being  of  the  pupil  throughout  life.  How  many  there  are  who  can  trace 
their  most  characteristic  habits  of  thought  and  of  life  to  the  influence  of 
some  one  or  two  favorite  teachers  in  early  years;  how  many  more  in 
whom  such  influences,  still  potent,  have  been  only  forgetten  by  themselves  ! 
To  bear  worthily  this  high  office,  and  to  train  our  children  not  only  in 
right  knowledge,  but  in  right  conduct,  and  in  those  refined  sentiments  and 
high  principles  which  are  better  than  all  knowledge,  we  need  a  body  of 
teachers  who  shall  possess  not  only  talents  and  learning,  but  moral  quali- 
ties and  accomplishments,  such  as  shall  make  them  worthy  models  of 
char  cter  and  of  manners,  under  the  highest  standards  of  life.  That  we 
may  have  these,  the  dignity  of  the  profession  of  teaching  must  first  be 
elevated;  its  influence  and  importance  must  be  acknowledged,  and  there 
must  be  attached  to  it.  such  rewards  of  honor  and  of  emolument,  as  shall 
offer  inducements  to  th  h i  li  31  order  of  talents  and  Mttainments  in  the 
choice  of  a  p.ofes»ioa.  A  ,U  .  1  ..us  d  rectiou,  teachers  themselves  must 
take  the  first  steps,  for  themselves  and  for  the  public.  Their  profession, 
like  every  other,  will  receive  no  higher  estimate  than  such  as  they  put  < 
upon  it.  Let  them,  then,  begin  by  adopting  for  themselves,  in  the  first  < 
B  j 


{®&M™ 


THE     EDUCATION    OF    TEACHERS 


place,  the  highest  standards  of  professional  attainment  and  conduct.  Let 
them  discard  and  frown  upon  whatever  is  false,  superficial,  or  unworthy,  in 
method  or  in  pretension.  Let  them  cultivate  among  themselves  the 
highest  sentiments  of  professional  responsibility  and  professional  pride. 
Let  them,  at  the  same  time,  set  a  right  value,  and  a  right  price  also,  upon 
the  work  of  Education,  remembering  themselves,  and  teaching  the  public 
to  understand,  that  of  all  the  chenp  things  that  are  b>rd,  cheap  Education  is 
the  ivorst.  They  will  thus,  by  mutual  influence,  elevate  the  standard  of 
the  profession  among  themselves;  and  by  setting  a  right  value  upon 
their  own  work,  they  will  elevate  both  it  and  themselves  in  the  eyes  of 
the  public,  and  increase  the  dignity,  the  usefulness,  and  the  inducements 
of  their  profession.  Thus  only,  an  enlightened  public  opinion  supporting 
their  efforts,  it.  may  be  hoped  that  young  men  of  talents  and  ambition  may 
be  attracted  to  this  pursuit  and  induced  to  prepare  themselves  for  it,  with 
elevated  standards  of  attainment,  as  the  profession  of  their  live3. 

In  the  next  place — and  this  the  only  other  consideration  to  which  I 
shall  advert  at  present— that  such  a  reform  may  be  made  practicable  and 
effective,  mean3  must  be  provided  and  facilities  furnished  for  the  special 
Education  of  Teachers.  Teaching  is  not  a  mere  occupation — it  is  an  Art,  of 
the  highest  difficulty  and  importance,  that  requires  special  attain uients,  a3 
well  as  the  highest  faculties,  for  its  exercise.  It  is  one  thing  ta  know; 
quite  another  thing  to  teach.  The  teacher  must  possess  a  peculiar  educa- 
tion, and  if  it  is  not  given  to  him  by  preparation,  he  must  give  it  to  him- 
self by  experience.  Non  repente  fit.  No  man  is  at  once  a  competent 
teacher  ;  and  no  man  will  become  such,  in  the  highest  sense,  who  does  not 
devote  to  it  continuously  his  whole  time,  and  strength,  and  study.  There 
are  habits  of  mind,  modes  of  thinking,  of  knowing,  of  imparting,  that 
belong  to  the  teacher,  and  that  no  man  can  acquire  without  special  study 
and  experience.  This  constitutes  the  great  importance  and  value  of  pro- 
fessional teachers — men  who  shall  make  teaching  the  business  and  study  of 
their  lives,  and  find  in  it  their  sole  emolument  and  ambition.  None  others 
will  subject  themselves  to  those  severe  methods  of  discipline  and  study 
which  are  required  in  teaching— none  others  will  submit  cheerfully  or 
constantly  to  its  constraints  and  sicrifice3 — none  other  can  enjoy  that 
matured  and  ever  progressive  experience,  which  is  essen'ial  to  the  best 
teachers.  For  the  truly  good  teacher  is  himself  the  chief  learner,  and 
euery  year  will  add  not  only  to  the  stores  of  his  knowledge,  but  to  hi ^ 
mastery  of  his  art.  He  is  ever  acquiring,  by  his  own  experience,  new 
views— more  striking  illustrations — clearer  power  of  expression — simpler 
and  more  progressive  metho  Is  of  instruction,  and  a  profoander  knowl- 
edge, not  only  of  all  the  relations  of  his  subject,  but  of  the  laws  of  the 
human  mind  and  of  the  means  by  which  it  is  to  be  reached  and  wrought 
upon.     Let  every  true  teacher  say  if  such  has  not  been  his  experience.     Ft 

Ita*— • -■■•••• ••••••■••'• ••- -•■■■-■ ■■ — >§*gs$P 


IN    THE    SOUTH. 


11  <f 


may  be  safely  said,  with  few  exceptions,  that  none  other  than  professional  ' 
teachers  are  efficient  teachers,  and  that  none  of  those  who  pursue  teach- 
ing as  a  mere  pastime,  or  as  a  preparation  for  oth?r  pursuits,  will  ever 
attain  the  highest  usefulne  s  as  teachers,  or  contribute  to  advance  the 
standards  of  the  profession.  Apart  from  this,  it  is  of  the  highest  moment 
to  each  community  that  the  office  of  teacher  in  their  midst  should  be 
permanently  filled  by  persons  of  approved  experience  and  ability,  and  that 
they  shall  not  be  subject,  as  in  general  heretofore,  to  the  risk  and  loss  of 
a  perpetual  change  of  schools  and  school-teachers.  A  body  of  profes- 
sional teachers  is  indeed  scarcely  less  important  than  a  professional  min- 
istry ;  and  a  people  who  fail  to  provide  for  ths  one  or  tho  other,  imperil 
the  highest  interests  of  Education  and  of  Religion. 

And,  indeed,  it  is  only  through  the  influence  of  such  a  body  of  educa- 
ted and  professional  teachers  that  any  true  reform  in  our  system  of  educa- 
tion can  be  accomplished.  The  laws  of  physical  architecture  are  reversed 
in  the  intellectual  and  moral  world  ;  or  rather  the  law  is  the  same,  but  the 
point  of  departure  is  different.  Here  the  foundation  is  above ;  and  from 
above  all  building,  all  reform,  must  begin.  It  is  only  through  the  influ- 
ence of  a  superior  intelligence,  or  of  an  outward  influence  higher  than 
itself,  that  the  human  mind  or  the  human  heart  can  be  elevated  to  a 
higher  nature.  It  is  so  in  religion — it  is  so  in  morals — it  is  so  in  intellect ; 
and  this  is  consistent  with  the  doctrines  of  revelation,  which  teaches  that 
all  holiness,  and  all  intelligence,  come  from  God,  and  that  man  alone  can 
work  out  no  good  thing  for  himself.  All  civilization,  all  progress  in  the 
world's  history,  has  come  from  the  influence  of  superior  minds,  or  from 
contact  with  superior  peoples.  And  so  with  individuals.  If  you  would 
educate  a  child,  you  must  place  him  under  influences  superior  to  himself, 
that  shall  control  and  exalt  him.  Left  to  himself,  he  will  never  become 
conscious  of  his  intellect,  and  his  moral  nature,  if  indeed  it  could  have 
any  existence,  wi  1  follow  only  the  promptings  of  original  sin,  or  at  best, 
of  his  merely  physical  appetites.  So  in  education.  If  you  would  elevate 
the  Colleges,  you  must  begin  in  the  University,  from  which  they  derive 
their  teachers  and  their  standards.  If  you  would  elevate  the  Academies, 
you  must  first  raise  the  Colleges  ;  and  if  you  would  elevate  the  Schools 
you  must  first  provide  the  teachers,  who  shall  be  competent  to  teach  them 
upon  elevated  standards.  Of  what  use  are  free  schools  and  public 
schools,  even  if  you  should  fill  them  with  pupils,  without  a  supply  of 
educated  and  competent  teachers ;  and  how  else  can  we  hope  to  secure 
these,  in  permanent  employment,  without  providing  the  means  for  their 
education,  in  our  own  institutions.  This  State  has  committed  the  error  of 
attempting  to  institute  schools  without  providing  teachers.  From  such  a 
system  nothing  could  have  been  hoped,  and  nothing  can  ever  flow,  except 


—~"&6StiK 


THE  EDUCATION  OF  TEACHERS 


results  the  most  depreciatory  and  discouraging  to  the  interests  of  educa- 
tion among  the  people.  The  money  that  has  been  spent  in  vain  in  Vir- 
ginia in  the  institution  of  free  schools,  if  employed  in  the  education  of 
teachers,  would  in  a  few  years  revolutionize  the  system  of  education  in 
the  State,  rendering  free  schools  first  useful  and  then  soon  unnecessary ;  for 
the  influence  of  a  truly  able  teacher  in  any  community,  is  to  make  educa- 
tion first  appreciated  and  then  voluntarily  sought  by  all  around  him.  For 
not  in  the  schools  alone,  thus  directly  supplied  with  teachers,  would  the 
influence  of  such  teachers  be  felt  with  reforming  power,  but  in  all  the  in- 
stitutions above  them.  From  the  primary 'schools,  the  pupils  would  go 
with  proper  preparation  to  the  Academies,  and  these  would  no  longer 
need  to  do  the  offices  of  the  School,  nor  the  College  those  of  the  Academy, 
nor  the  University  those  of  them  all,  as,  from  want  of  proper  preparation 
below,  has  been  the  case  heretofore ;  bat  each  grade  of  institutions,  alike 
supplied  with  teachers  suitable  for  its  own  wants,  could  do  its  own  work  in 
its  own  sphere,  and  within  that  sphere  reach  the  highest  degree  of  effi- 
ciency. Thus  mutually  related,  and  each  depending  upon  the  other,  the 
various  grades  of  institutions  would  grow  together  into  a  compact  System 
of  Education — not  as  now,  each  for  itself  endeavoring  to  do  the  work  of 
all,  and  all  imperfectly. 

The  importance  of  this  subject  is  fully  understood  and  exemplified  in 
those  countries  which  have  accomplished  the  highest  results  in  Education, 
and  in  the  general  diffusion  of  knowledge.  The  whole  of  the  compact 
and  wonderfully  perfected  system  of  education  in  Prussia  is  founded  upon 
its  Normal  Schools ;  and  similar  institutions  exist  in  other  countries  of 
Europe,  being  regarded  everywhere  as  the  basis  of  the  whole  system  of 
Education.  These  schools,  which  are  under  lhe  peculiar  care  of  the  gov- 
ernment, are  designed  especially  for  the  Education  of  Teachers,  upon  stand- 
fX-    ards  adapted  to  the  want3  of  the  various  grades  of  schools  ;  and  from  them 


are  appointed  the  teachers  for  all,  according  to  their  several  requirements. 
Thus  from  these  schools,  by  the  teachers  which  they  send  forth,  are  deriv- 
ed the  standards,  the  methods,  the  text  books  of  instruction,  throughout 
all  the  schools  of  the  country,  which  are  thus  adapted,  in  their  several 
grades  and  relations,  to  a  uniform  and  compact  system,  embracing  the 
whole  range  of  education,  from  the  primary  school  to  the  University. 
They  are,  therefore,  called  Normal  Schools,  because  they  are  normal  to  all 
others,  determining  the  norms  or  standards  by  which  all  are  conducted. 
Upon  them  is  founded  the  whole  system  of  education.  The  utmost  care 
of  the  government  is  devoted  to  them.  Whatever  improvement  is  effected 
in  them  is  extended  through  all  the  schools,  and  their  influence  in 
advancing  the  interests  of  education  is  acknowledged  throughout  Europe 
as  supreme.     In  a  government  such  as  our3,  where  the  State  cannot  exert 

IWM™ - -• " n ..-,.. W — *-*^ 


■ •■ -•'•■ •— *H9mg<_ 

IN    THE    SOUTH.  13 

f  — 

^  that  direct  control  over  the  system  and  parts  of  education  which  is  possi- 
ble in  monarchical  countries,  it  is,  as  it  seems  to  me,  only  the  more  impor- 
tant that  it  shall  avail  itself  of  those  indirect  means  which,  while  not  in- 
consistent with  the  voluntary  principles  of  free  government,  shall  tend  to 
produce  these  desirable  and  systematic  results.  There  is  but  one  way 
practicable  to  reach  these  ends,  and  that  is  by  the  education  of  teachers 
adapted  to  the  wants  of  our  schools.  This  reform  is  fundamental  to  every 
other  in  the  cause  of  education.  For  want  of  it,  all  the  endowments  of 
the  State,  and  all  the  endowments  of  benevolence  in  behalf  of  education, 
however  extensive,  will  languish  and  fail.  For  it  is  at  last  only  through 
good  teachers  that  good  teaching  can  be  had;  and  without  good  teaching, 
no  system  of  education  can  be  effectual.  The  same  liberality,  which  is 
now  manifesting  itself,  in  so  encouraging  a  manner,  in  the  most  enlarged 
enterprises  for  the  extension  of  education  to  the  needy  and  bereaved  of 
our  country,  should  consider  this  object,  without  which  all  such  efforts, 
however  well  conceived,  must  be,  in  a  great  measure,  ineffectual.  The 
results  that  have  been  accomplished  in  a  few  years,  in  this  direction,  by 
the  University  of  Virginia,  both  directly  and  through  its  influence  upon 
other  institutions,  and  that  too  without  special  profession  of  this  design, 
but  only  by  its  methods  of  elevated  and  exact  instruction,  shew  clearly 
what  might  be  accomplished  in  our  Stale  and  country  by  an  institution 
or  a  system  of  institutions,  especially  adapted  to  the  education  of  teachers, 
according  to  the  wants  of  our  schools.  And  with  this  example  before  us, 
and  as  the  University  passes  on,  let  us  hope,  henceforlh  to  its  own  special 
and  wider  calling,  I  cannot  but  express  the  hope  that  the  State  itself  will 
supply  this  fundamental  want  in  our  system  of  education,  and  that  at  no 
distant  day,  and  from  some  influential  source,  the  attention  of  the  Legis- 
lature may  be  called  to  the  subject. 

These  considerations  have,  in  all  their  weight,,  a  peculiar  application  to 
Female  Education,  with  which  we  are  at  present  most  immediately  con- 
cerned. Whatever  arguments  may  be  directed  to  the  improvement  of 
Education,  apply  with  all  the  more  strength  to  the  Education  of  "Woman. 
This  much  flattered  and  much  abused  sex  is  in  no  one  thing,  perhaps,  so 
much  flattered  and  so  much  abused  as  in  her  Education,  in  the  common 
understanding  of  the  term.  If  it  be  possible  to  speak  comparatively  of 
things  so  immeasurable,  I  should  say  that  the  education  of  this  sex  is  of 
still  more  importance  than  that  of  the  other.  And  that,  because  in  the 
first  place  they  are  so  much  more  susceptible  of  the  influence  of  educa- 
tion:  and  because,  in  the  next,  their  individual  influence  is  so  much 
greater  on  the  intellectual  and  moral  tone  of  society.  Certainly  however, 
retorm  and  improvement  are  here  much  more  needed,  because  so  little  of, 
worthy  effort  has  yet  been  made  in  this  direction.     Female  Education, 


THE  EDUCATION  OF  TEACHERS 


indeed,  as  too  often  conceived  and  practiced,  (especially  under  tBe  influ- 
ence of  Northern  models,)  is  at  once  a  shallow  pretension  and  a  gross  out- 
rage ;  and  for  all  those  who  value  the  character  and  influence  of  woman, 
in  wife,  in  daughter,  or  in  any  of  the  relations  of  society,  it  is  a  consum- 
mation devoutly  to  be  wished,  that  profounder  ideas  and  worthier  stand- 
ard should  be  adopted  on  this  subject.  I  am  happy  to  know,  however, 
thai  ia  Yirgiuia,  at  least,  wc  have  some  schools  not  unworthy  even  of  Vir- 
ginia daughters.  And  if  I  might,  without  being  drawn  into  this  subject, 
say  one  word,  in  passing,  upon  it,  I  should  say  lhat  the  characteristics 
chiefly  to  be  desired  in  Female  Education  are  two — which  the  term  implies  : 
first,  that  it  shall  be£ducation  ;  and  secondly,  that  it  shall  be  Feminine  ;  that 
it  shall  be  thorough  for  the  training  of  her  rnind,  but  not  masculine,  for  the 
perversion  of  her  character.  It  should  be  based  upon  the  idea  that  woman 
is  woman,  and  not  man — nor  a  butterfly  ;  man's  helpmeet  and  companion — 
but  neither  his  plaything  nor  his  rival — whose  highest  destiny  is  to  be  wife 
and  mother,  and  to  bear  throughout  life,  wherever  she  moves,  in  the 
household  and  in  society,  the  enchantment  and  the  sanctities  of  tvoman's 
influence,  as  mother,  sister,  wife,  and  friend.  Her  Education,  in  all  its 
modes  and  and  circumstances,  should  be  founded  upon  this  conception  of 
her  distinctive  nature  and  calling  in  life,  and  adapted  to  this  destiny- 
And  therefore,  while  it  should  cultivate  with  equal  care  the  intellect  and 
the  manners  by  the  loftiest  standards,  it  should  shun  alike  the  false  flattery 
of  merely  superficial  accomplishments,  which  will  degrade  her  in  intellect 
and  usefulness,  and  that  other  extreme  of  iotellectual  pride  and  masculine 
independence,  which  would  unsex  her— aiming  in  one  word  to  educate 
neither  belles  nor  blutstocicing*,  but  women,  for  woman's  sphere. 

But  this  branch  of  the  subject  has,  under  our  present  circumstance,  an 
importance  that  can  hardly  be  expressed.  During  the  period  of  this  war 
the  higher  education  of  young  men  has  been  almost  entirely  suspended, 
and  the  boys  that  are  cooling  after  them  are  suffering  scarcely  less  of 
intellectual  loss,  and  of  the  demoralization  which  the  war  has  brought 
with  it.  There  will  then  pass  into  the  arena  of  life,  and  into  the  control 
of  our  future  destinies,  almost  an  entire  generation  of  men  without  even 
the  ordinary  advanges  of  Education.  To  what  source,  then,  can  we  look 
for  the  moral  and  intellectual  support  of  our  society  in  future  than  to  the 
influence  of  Educated  Women,  the  sisters,  the  wives,  and  the  mothers  of 
the  nf'xt  generation  ?  To  what  source  can  we  look  for  the  refining,  con- 
straining, exalting  influence  of  true  culture  upon  the  men,  than  to  them? 
For  they  ever  set  the  tone  of  the  household  and  of  society,  and  in  all  the 
departments  of  life  their  influence  is  omnipotent.  When  we  educate  our 
daughters  to-day,  we  educate  our  sons  who  are  in  the  army,  and  their 
children — we  educate^  the  homes,  the  society,  the  moral  and  intellectual 


IN    THE    SOUTH. 


character  of  the  generation  that  is  now  passing  into  manhood — we  shape 
the  sentiments,  the  principles,  the  standards  of  manners  and  of  honor? 
which  shall  govern  them ;  and  under  the  present  circumstances  this 
agency  is  the  more  important,  because  it  is  now  almost  the  only  means  by 
which  we  can  reach  these  objects.  The  responsibilities  of  the  women  of 
South  will  be  greater  in  the  next  times  than  ever  heretofore,  or  ever  per- 
haps hereafter.  They  will  occupy  a  larger  space  not  only  in  relative  num- 
bers, but  in  relative  influence,  in  society,  and  their  intellectual  and  moral 
culture  will  exert  a  profounder  influence  upon  the  character  and  the  destiny 
of  the  country.  It  is  well  that  they  should  understand  this.  It  is  well, 
above  all,  that  those  who,  at  home  or  in  schools  arc  engaged  in  (heir 
training,  should  realize  it.  And  while  our  male  institutions  of  education 
are,  for  the  most  part,  of  necessity  closed,  our  female  schools  should  be 
cherished  with  the  more  care,  and  conducted  with  the  more  vigor. 

These  considerations,  the  weight  of  which  scarcely  any  one  will  deny, 
give  now  a  peculiar  importance  to  the  education  of  female  teachers  in  our 
country.  All  that  has  been  said  in  regard  to  the  education  of  teachers 
in  general,  applies  with  equal  force,  at  all  times,  to  this  branch  of  the 
subject;  and  the  present  and  future  condition  of  our  country,  in  conse- 
quence of  the  war,  gives  to  it  now  an  unequaled  importance.  Not  only 
will  the  numerical  relation  between  the  sexes  have  been  greatly  disturbed 
by  the  war,  but  in  consequence  of  the  impulse  which  it  will  have  given  to 
physical  enterprise  and  military  ambition,  many  of  the  ordinary  func- 
tions of  society  formerly  performed  by  mon  must  hereafter,  for  a  time  at 
least,  be  filled  by  women ;  and  this  enlargement  of  tie  sphere  of 
employment  for  women  will  be  found  to  be  not  the  least  among  the 
reflex  benefits  of  the  war.  Among  these  functions  may  be  reckoned,  in 
increased  degree,  that  of  teaching,  which  will  offer  at  first  but  few  attrac- 
tions to  intellectual  young  men,  in  comparison  with  more  active  and 
profitable  pursuits.  It,  therefore,  beconles  the  more  important  that  the 
means  for  the  competent  education  of  women  for  this  office  sl;ou!d  be 
provided,  and  on  such  basis,  as  while  offering  needful  facilities  for  all  who 
are  worthy,  shall  encourage  the  most  refined  and  gifted  young  ladies  to 
enter  this  profession.  For  it  must  ever  be  remembered,  that  it  is  not 
knowledge  and  intellectual  competency  aloue  that  are  requisite  in  the 
teacher,  but  refinement  of  manners  also,  and  elevated  moral  influence; 
and  these  are  the  more  indispensable  in  the  female  teacher,  because  so 
essential  to  her  character  and  influence  as  a  woman,  and  because  the  cul- 
ture of  the  manners  and  of  the  moral  sentiments  ho'ds  relatively  a  so 
much  more  important  place  in  female  education. 

But  there  is  besides,  in  the  nature  of  things,  the  nrnro  need  that  the  number 
of  competent  female  teachers  shall  be  multiplied,  because  they  are  actually 


THE  EDUCATION  OF  TEACHERS 


itHMj 


neejafed  in  so  much  greater  numbers,  especially  for  the  education  of  children  of 
their  own  sex.  Whatever  may  be  the  truth  of  the  matter,  whether  or  not  there 
are  evils  inseparable  from  boarding  schools,  which  no  prudence  can  remove,  it 
is  nevertheless  true  that  there  exists,  in  the  minds  of  many  of  the  people  of 
Virginia,  a  deep  seated  prejudice  against  boarding  schools  for  girls;  and  it 
must  be  admitted  that  this  aversion  is  not  without  foundation,  as  regards  the 
earlier  education.  It  is  certainly  in  the  highest  degree  desirable  that  boarding 
and  even  neighboihood  schools  shall  be  substituted  for  young  girls,  and  even 
for  small  boys,  by  domestic  education,  beneath  the  influence  of  the  parental 
eye,  and  amid  the  sanctities  of  home.  And  the  education  of  competent  female 
teachers  for  our  own  homes  can  alone  supply  this  want,  and  contribute,  without 
surrendering  the  higher  education  of  our  daughters,  to  render  boarding  schools 
unnecessary. 

To  supply  this  want  for  our  Southern  homes,  facilities  and  encouragements 
for  the  education  of  female  teachers  in  sufficient  numbers  must  be  furnished. 
Up  to  this  time,  for  want  of  such  provision,  our  people  have  been  compelled, 
for  the  most  part,  either  to  sand  their  daughters  at  a  premature  age  to  board- 
ing or  other  public  schools,  or  to  import  female  teachers  from  abroad — most 
frequently  "  ready-made"  school  mar' ma  and  governesses  from  Yankee  land. 
These  have  been  often  mere  adventurers,  unfit  even  for  associates,  much  less 
for  models  for  Virginia  daughters;  and  still  more  frequently  they  havo  been 
wholly  hostile  to  our  institutions,  and  out  of  sympathy  with  the  social  and 
family  life  of  our  people.  Exceptions  have  been  rare,  and  but  few  have  been 
so  fortunate  as  to  find  them.  These,  and  their  baleful  influence,  we  should 
endeavor  to  supplant,  and  to  supply  this  want  for  our  families,  by  educating 
our  own  young  girls  to  thio  office — daughters  of  the  South,  reared  in  the  midst 
of  Southern  society — with  the  purity,  the  delicacy,  the  goodser,S3  of  Southern 
women — fit  to  enter  our  homes  in  congenial  companionship,  and  there  to 
educate  our  daughters  at  once  ia  the  discipline  of  sound  knowledge,  and  by  the 
example  of  a  refined  aud  eleviuct  womanhood.  What  measure  can  we  place 
to  the  influence  of  such  a  c'aaa  *f  educated  Southern  women,  teaching  in  our 
homes!  What  a  blessing  it  w  /uld  be  to  our  families,  to  our  society,  if  such  a 
system  of  domestic  education  could  be  rendered  widely  available  for  our 
daughters  and  our  little  boys;  and  what  a  beneficial  ond  patriotic  work  would 
the  preparation  of  such  teachers  be,  for  our  common  country,  on  the  part  of 
those  who  might  be  called  to  this  high  office!  He  who  sends  forth  into  life  a 
single  refined  and  educated  woman,  sets  a  Star  in  the  firmament  of  society  ;  but 
he  who  sends  forth  a  refined  and  educated  teacher,  sets  indeed  a  Sun  in  the 
heavens,  whose  rays  of  intelligence  and  influence  shall  lighten  all  beneath  her 
sway.     And  great  r>s  is  the  influence  of  the  malo  teacher,  through  both  intel- 


T-3 


lect  aud  character,  that  of  the  female  teacher 


ti!i  great 


For  >ho  is  by 
nature  the  hearer  of  a  mightier  individual  influence,  of  attraction  or  of  repul- 
sion, and  she  employs  this  influence  chiefly  over  those  earlier  years  of  life  that 
are  most  susceptible,  and  upon  that  sex  which  is  at  once  the  most  sensitive 
recipient,  and  the  most  powerful  reflector  of  every  ray. 


C s  I       IN    THE    SOUTH. 

f O&trtyc&l : 

ji       But  to  effect^in  ahj  thing  like  an  adequate  degree,  organized  effort,  on 

an  enlarged  and  permanent  plan,  is  necessary.  Difficult,  and  even  impossi-  3 

ble  under  present  circumstances,  as  such  an  undertaking  might  appear  to  \ 

be,  there  has  yet  been,  in  my  opinion,  no  period  so  auspicious  as  the  • 

present  for  organizing  such  an  enterprise,  with  the  best  hopes  of  success,  r 

The  times,  indeed,   look  dark  around  and  before    us ;   but  believe  me,  ; 

never  before  has  there  bcea,  in  this  country,  a  time  so  favorable  for  the  • 

inception  of  great  undsrtakings,  as  now.     This  is  an  age  of  mighty  activ-  ? 

ity — of  wondrous  thought — of  new  and  teeming  ideas.     It  will  soon  be  t* 

an  age  of  mighty  progress.     Buld  conception'',  th  it  years  ago  would  have  '} 

languished  and  failed,  now  caught  in  the  Btirring  whirl  of  the  popular  £ 

heart,  will  soon  be  borne  fcpjn  the  might)  returning  waves  of  our  progress  V 

to  realization  and  success':     And  though  niatenal  difficulties  may  inter-  \ 

vene,  and  complete  swece  s  for  a  Lime  be  impossible,  yet  seeds  sown  now,  J 

in  the  eager  and  earnest  minds  of  our  people,  will  take  deeper  root  and  £ 

bear  surer  fruit,  than  if  postponed  to  a  later  day,  when  once  more  purely  i 

material  enterprises  shall  absorb  their  attention.     And  this  is  particularly  I 

true  with  regard  to  objects  ljke.  that  here  contemplated.     All  the  ener-  v« 

gies  of  the  people  are  now  conciliated  upon  the  one  object  of  securing  C 

their  independence  ;  and  whatever  will  contribute,  in  any  way,  to  confirm  } 

and  perpetuate  that  independence,  will  awaken  ar\  interest  and  a  support  ( 

on  the  part  of  the  people,  which  they  would     •  , v,r  hereafter  accord  to  any  { 

object,  upon  its  own  merits  alone.     X)  \       the  time  for  every  movement  £ 

in  that  direction,  whiie  the  public   i)  ..-.     .    ; ■.:;   alive  with  this  absorbing  S 

purpose.     And,  as  I  have  before  reni.uu.eu,  if  the  foundations  that  are  to  \ 

secure  our  intellectual  and  moral  independence  of  the  North  be  not  laid  S 

now,  under  the  impulses  of  this  revolution;  they  will  probably  never  be  v 

laid  at  all,  and  that  independence  never  bo  won.  C 

But  for  the  inauguration  of  the  enterprise  now  under  consideration,  the  ^ 

present  time  isy  from  other  considerations,  in  a  peculiar  degree  opportune.  % 

This  Avar  has  impoverished  hundreds  of  families  in  the  South,  whose  \ 

daughters  will  remain  dependent  after  the  Avar  upon  their  own  exertions  ; 

for  support,     ft  has  made  thousands  of  orphans,  whose  fathers  or  brothers  • 

fallen  upon  the  field  of  battle,  have  bequeathed  them  to  their  country.  ; 

Amo.  g  these  will  be  found  many  of  the  highest  intelligence,  worthy  of  ? 
the  most  liberal  education,  and  capable  of  trie  highest  usefulness  as 
tcachcis,  if  the  means  of  training  were  afforded  them,  There  are  many 
of  the  anghtery  of  the  most.,  *»I-va  ted  timiliea.  bnrii  to  freafth  and  reared 
un  er  artso  hii.ns  .,|  Uiim.  :i  ■  :  idi  .em  'v.,..,,,  !;powrished  and 
dependent,  would  gUdlv  s^eud  ibejjr  last  remains  of  fortune  in  fitting 
themselves  for  the   honorable  office  of  teachers.     It  is  a  happy  omen  for 

;  our  future  that  such  young  ladies  are  already  preparing  themselves  for 
C 

...•..■>.<•,.'*..•..••..•>.,•..•..,•,....,.,.,..,,», oo*_a. 


THE  EDUCATION  OF  TEACHERS 


this  work.  I  speak  from  experience,  when  I  say  that  there  hare  been 
such  at  this  Institute,  who  will  compare  favorably,  in  every  particular, 
with  the  daughters  of  any  gentleman  in  the  land;  and  \vcre  the  opportu- 

\  nity  more  liberally  afforded,  their  numbers  would,  as  we  know  from  almost 

?  daily  application,  be  largely   increased.     Not  only,  then,  would  such  an 

*.  enterprise  at  this  time  sure  at  once  of  an  ample  held  and   of  abundant 

•;  material,  but  the  very  position  and  influence  of  pupils  such    as   these 

\  would  give  to  it  at  once,  as  well  as  through  their  profession  hereafter,  a 

<  dignity  and  an  influence  in  the  public  estimation,  which  otherwise,  consid- 
•  ering  our  former  circumstances  and  habits  in  this  regard,  years  of  effort 
r  might  not  attain.  The  time,  the  need,  and  the  promise  of  success  and 
S  usefulness,  alike  invite  our  people  to  the  consideration  of  such  an  effort  at 
:  this  time.                             » 

>  And  yet  no  email  difficulties,  even  under  the*  most  favorable  cireum- 
(  stances,  would  attend  the  undertaking.  An  institution,  fulfilling  these 
/  obj-cts,  should  be  conducted  upon  the  most  elevated,  and  at  the  same 
{  time,  the  most  extended  basis,  such  as  would  not  only  afford  the  most 
[•  thorough  and  ample  instruction  in  the  higher  branches  of  education,  but 
C  provide  equally  for  the  more  elementary  instruction  in  branches  requisite 
)  for  the  ordinary  teaeher;  with  standards  of  attainment  and  graduation 
(  adapted  to  the  different  wants  of  different  families  a  of  schools. 
}  Thu3  at  once  the  most  able  ajjjd  the  most  ample  faculty  aeces- 
(  sary,  and  an  equipment  in  other  respects  equal  to  all  the  purposes  of 
}  extended  and  thorough  instruction.  Such  a  school— in  oVvJer  really  to 
f  fulfil  its  mission,  should  not  be  normil  merely  in  name;  mid  be 
\-  conducted  with  such  ability  and  success  that  its  influence  and  example 
(  should  determine  the  normal  standards,,  methods.  ar:d  text  books  of  instruc- 
)  tion,  in  other  schools  within  its  sphere  : — for  then  only  could  it  realise  its 
(  highest  ends.  As  an  institution  furthermore  for  tb'e  education  and  the  res- 
}  idence  of  young  ladies,  it  should  be  famished  with  every  fomfort  and  de- 
\  cency  suitable  for  female  life,  and  should  be  conducted  throughout  upon 

>  the  standards  of  the  most  refined  and  elvated'society.  Its  instructions,  its 
C  discipline,  its  associations,  should  be  adapted  to  the  education,  not  only 
;.  of  the  intellect,  but  of  the  character  and  manners  ;  not  only,  in  peculiar 
■;  degree,  to  the  training  of  such  habits  and  exercises  as  are  especially 
\  necessary  to  the  teacher  and  governess,  but  to  the  culture  of  those  graces 
";■  of  mind  and  character  which  adorn  the  trulv  educated  woin&h — remcirt- 

J      n 

<  bering  that  it  is  through  these,  at  last,  that  her  influence  a  i  i1  teaeher  will 
be  chiefly  felt,  and  that  as,  on  the  o  e  hand,  only  , 

a  refined  taste  can  confer  true  accomplishment  of  manners,  so,  on  the 
other,  it  is  only  the  truly  refined  and  elevated  woman  that  can  make  an 
attractive  and  worthy  teacher.     While  therefore,  on  the  one  hand,  these 

Wm&™— • •• •■ ..•..••.....-..,. 


m^^— ■■■■■■■ ■• '•••■•••■•• ■• •• •■ •■••— u&^§* 

IN    THE    SOUTH.  19 

requisites  would  demand  a  large  outlay  of  money,  and  an  ample  income, 
on  the  other  hand,  that  the  practical  objects  of  such  an  institution  might 
not  be  defeated,  its  prices  should  be  within  the  reach  of  persons  of  mod- 
erate fortune  ;  and  that  its  fullest  usefulness  might  be  attained,  it  must 
be,  to  some  extent  at  least,  beneficiary.  It  may  be  safely  said,  therefore, 
that  such  an  institution  can  never  be  successfully  based  upon  private 
enterprise,  nor  could  any  private»or  temporary  school,  however  success- 
ful, fulfil  the  desired  requisites.  It  must  be  puhlic  and  permanent  in  its 
nnture  ;  and  it  mast  be  either  supported  by  ample  donations  from  the  pub- 
lic, as  an  institution  of  puhlic  benevolence,  or  it  must  be  endowed  by  the 
Government,  in  the  interests  of  the  State.  Appropriate  as  sucn  endow- 
ment would  be  for  such  an  institution,  and  free  from  the  objections  tha* 
are  usually  applied  against  such  measures,  it  cannot  be  hoped,  under  the 
present  circumstances,  and  in  view  of  the  prejudices  that  have  governed 
the  policy  of  our  legislation  with  regard  to  education,  that  the  State  could 
now  be  induced  to  take  the  initiative  in  such  a  movement.  It  is^armore 
likely  that  the  legislature  would  be  willing  to  second  measures  already 
instituted.  But  I  cannot  doubt  that  if  this  subject  were  properly  pre- 
sented to  the  public,  and  its  importance  duly  realized,  there  would  be 
found  numbers  of  patriotic  and  intelligent  men  willing  to  unite  in  its 
support ;  and  the  public  interest  thus  excited  might  perhaps  induce  the 
State  to  place  the  enterprise  upon  an  enduring  public  foundation,  or 
better  still,  to  establish  institutions  of  its  own  for  the  education  of  both 
sexes.  But  that  such  a  movement  may  be  successfully  inaugurated,  it 
must  first  be  made  from  some  responsible  source,  and  with  an  earnest- 
ness and  an  ability  that  shall  give  to  the  public  a  guarantee  of  both 
fidelity  and  success. 

It  is  to  the  noble  office  of  taking  the  first  step  in  this  great  work,  so 
needed  for  our  country,  and  so  appropriate  to  the  time,  that  I  would  urge 
the  authorities  of  Hollins  Institute. 

This  institution,  from  its  position  and  advantages,  is  peculiarly  quali- 
fied, and  I  believe,  if  those  ^considerations  are  just,  called  upon  to  inau- 
gurate this  movement.  Its  long  establishment,  its  success  and  reputation, 
and  the  known  character  «f  its  Trustees  and  Faculty,  would  be  a  pledge 
at  once  of  fidelity  and  of  ability,  that  would  secure  the  confidence  and 
support  of  the  public;  and  while,  from  the  condition  of  the  country,  it 
is  debarred  from  its  full  operation  in  the  ordinary  channels,  it  might, 
with  the  more  facility,  undertake  such  internal  changes  as  would  be 
required.  And  happily  in  its  case,  these  would  be  slight.  Having  been 
originally  adapted  to  this  very  object,  it  is  already  known  for  the  tho- 
roughness and  completeness  of  its  instruction,  and  for  the  high' attain- 
ments of  its  graduates,  many  of  whom  have  been  most  successful  teach- 


•~r*#flW| 


THE  EDUCATION  OF  TEACHERS 


ers.  It  possesses  a  Faculty,  (this  /  may  say  disinterestedly,  for  I  am  but 
a  sojourner  here,)  unsurpassed  in  ability  and  experience  by  that  of  any 
College,  male  or  female,  in  this  State,  and  more  ample  in  numbers,  I 
believe,  than  has  ever  been  possessed  by  any  female  school  in  the  South. 
Its  buildings,  its  improvements,  and  its  apparatus  of  instruction,  have 
already  been  brought  to  a  high  degree  of  development,  and  its  methods 
and  standards  of  instruction  and  examination  are  already  established 
npon  the  highest  basis.  It  is  indeed  an  institution  which,  considering  all 
the  circnmstances,  is  an  honor  to  those  tvho  have  foundedt  and  to  those 
who  have  conducted  it,  and  which,  if  I  rightly  estimate  its^capacities  and 
its  destiny,  is  called  to  a  high  function  hereafter  in  the  education  of 
Southern  women.  , 

I  propose  that  it  shall  now  advance  to  meet  this  destiny,  by  taking  the 
first  steps  towards  an  organized  effort  for  the  Education  of  Southern  Fe- 
male Teachers  upon  a  basis  of  public  beneficence. 

Let  it  be  understood,  however,  that  it  is  not  proposed,  in  making  this 
suggestion,  to  introduce  any  changes  into  the  constitution  or  conduct  of 
the  school,  that  wquld  impair  its  general  usefulness,  or  change  its  rela- 
tions in  any  respect.  Whatever  might  be  desirable  to  complete  the  idea 
of  a  Normal  School,  adequate  to  the  wants  of  our  people,  or  whatever  we 
might  be  able  ultimately  to  effect,  in  this  direction,  by  the  force  of  a  suc- 
cessful example,  it  is  not  proposed  in  this  instance  to  aim  at  any  results 
not  reasonably  practicable  within  the  scope  of  our  institution,  such  as  it 
now  is.  For,  indeed,  it  is  only  thus,  by  practical  success,  in  however 
limited  degree,  that  we  can  hope,  by  influence  and  example,  to  effect  the 
good  at  which  we  aim.  It  is  not  proposed  therefore,  to  change  the  char- 
acter of  the  instruction,  or  of  the  patronage  of  the  school,  in  any  degree, 
but  simply  to  combine  with  its  usual  operations  the  special  and  benefi- 
ciary education  of  teachers,  in  practicable  extent,  as  a  recognized  and 
permanent  feature  in  its  constitution;  It  is  believed  that  the  happiest 
results  would  flow  from  this  combination  upon  proper  principles,  and  that 
so  far  from  suffering  injury,  the  reputation  and  success  of  the  school 
would  be  increased  thereby  in  every  direction.  An  institution  known  to 
be  adapted  to  the  education  of  teachers,  according  to  the  highest  stand- 
ards of  instruction,  would  be  sure  to  attract  a  large  measure  of  the  most 
select  private  patronage,  on  the  part  of  those,  who,  without  designing 
their  daughters  for  teachers,  would  yet  desire  for  them  a  like  solid  and 
thorough  education  ;  and  the  teachers  themselves,  thus  sent  forth,  would 
'  constantly  return  to  the  school  an  extended  harvest  of  patronage  and  of 
;  reputation.  To  this  school,  I  believe  that  such  an  enterprise,  with  all 
"  its  rewards  of  honor  and  usefulness,  is  now  practicable,  with  full  assur- 
ance of  success. 


mm*™— •• ~ 

IN   THE   SOUTH. 
£ ~ ~ ■ ■— 


j  I  do  not  propose  to  discuss  the  details  of  any  plan  for  this  object.  This 
|  will  naturally  be  subject  for  the  deliberation  of  the  Trustees  and  Faculty. 
(  should  the.  proposition  itself  meet  with  favor.  I  will  merely  sketch  the 
general  principles  of  such  a  system  as  seems  to  me  to  be  practicable. 

In  the  first  place  I  will  remark  tkat  the  experiment,  as  here  conceited,  ■ 
even  should  it  be  only  an  experiment,  can  cost  nothing,  and  lose  nothing,  / 
to  the  school.  The  very  idea  of  such  an  enterprise  implies  that  it  shall  { 
be  based  upon  a  pecuniary  foundation  ample  to  support  its  expenses.  ) 
Any  attempt  at  beneficiary  education,  upon  any  other  basis,  would  be  not  \ 
only  impijacticable,  but  unjust,  as  well  as  injurious;  for  it  would  result  / 
practically  in  charging  the  other  patronage  of  the  school  with  the  ex-  l 
penses  of  this  education.  And  it  is  believed,  further,  that  the  example  of  - 
public  benefits  conferred  without  corresponding  sacrifice  is  injurious  both  i 
to  the  recipients  and  to  the  public.  It  is  only  by  appealing  to  public  sup- 
port that  the  public  interest  can  be  actively  enlisted,  and  only  by  attach- 
ing value  to  the  privilege  can  we  make  the  privilege  itself  appreciated. 
The  school  itself  theretore  cannot,  and  ought  not,  to  undertake  any  tbing 
in  this  direction,  except  upon  an  assured  foundation  of  public  pecuniary 
support.  The  first  step  therefore  will  be,  after  digesting  such  a  plan  as 
as  may  seem  to  be  practicable,  to  secure  this  foundation  in  advance.  It 
is  proposed,  then,  to  go  at  once  before  the  people,  by  publication,  by  effi- 
cient agency,  and  through  the  public  press,  setting  forth  the  plan  pro- 
posed— to  impress  upon  the  people  the  importance  of  the  movement to 

explain  its  workings  and  its  results,  and  to  endeavor  to  secure  contribu- 
tions upon  which  the  enterprisojnay  be  practically  founded.  Such  pub- 
lication should  also  set  forth  the  actual  character  and  condition  of  the 
school,  as  a  pledge  of  its  ability  to  redeem  its  promises.  I  do  not  doubt 
that  if  thejdea  in  all  its  bearings  were  properly  represented  before  the 
public,  and  if  the  people  were  made  to  appreciate  the  profound  and  far 
reaching  results  of  such  a  system  successfully  realized,  the  means  could  be 
obtained,  and  that  many  who  would  not  contribute  to  the  ordinary  ob- 
jects of  a  school,  and  many  others  beyond  the  more  special  sphere  of  the 
influence  of  this  Institute,  would,  from  patriotic  considertions,  contribute 
to  an  object  such[as  this.  A  foundation  once  begun,  and  the  public  mind 
interested  in  the  idea,  the  movement  would  gather  progressively  strength 
and  influence,  in  still  wider  circles.  It  is  the  first  step  only  that  costs 
and,  as  in  all  important  enterprises,  the  first  step,  once  firmly  taken  will 
secure  the  footing.  The  very  example  of  such  an  effort,  even  if  not  suc- 
cessful, would  redound  to  the  reputation  and  influence  of  the  school,  and 
.  if  successful,  it  would  inaugurate  a  new  era  in  southern'  female  education, 
and  accomplish  results  of  usefulness  to  the  country  and  of  honor  to  the 
school  that  cannot  be  estimated. 

• - - —~§«£§&I 


tynnr^-» ..................................... ., 

THE  EDUCATION  OF  TEACHERS 


It  is  proposed  therefore  that  ive  announce  to  the  public  our  purpose  to 
make  arrangements  in  this  school,  conditioned  upon  the  means  being 
obtained,  for  the  permanent  education,  annually,  of  a  certain  number  of 
young  ladies  of  Virginia,  free  of  rent  and  tuition,  for  the  profession  of  > 
teaching;  aud  that  this  arrangement  shall  go  into  effect  on  the  1st  of  \ 
January  nzxi,  or  as  sooa  thereafter  as  means  can  be  secured  to  justify  the  } 
undertaking,  the  money  subscribed  to  be  due  only  when  the  arrangement  \ 
\\j  begun.  The  outlines  of  the  plan  to  be  somewhat  as  follows:  :"- 
The  funds  pbtained  for  this  purpose  shall  constitute  a  permanent  endow-  ( 
w-  nt  for  the  general  purposes  of  the  scheol,  the  interest  upon  which  shall  > 
be  annually  devoted  to  the  payment  of  the  tuition  of  these  beneficiary  '. 
pupils.  These  pupils  shall  be  selected,  from  the  number  of  applicants,  .-• 
by  the  Trustees  and  Faculty,  or  by  a  committee  appointed  for  the  pur-  < 
pose,  upon  such  plan  as  may  be  agreed,  without  regard  to  denomina-  ) 
tional  or  other  peculiarities,  but  solely  according  to  certificates  of  < 
intelligence,  character  and  fitness  for  the  office  and  influence  of  teach-  '} 
ers,  a  reasonable  degree  of  previous  preparation,  and  a  reasonable  \ 
standard  of  age,  being  required  in  :.     Preference  shall  be  given,    ) 

for  a  reasonable  period— say  for  ten  years,  other  things  being  equal,  { 
to  the  daughters  of  those  who  have  been  killed  in  battle,  or  become  ) 
reduced  by  patriotic  sacrifices,  during  this  war  of  independence.  It  i 
shall,  however,  be  distinctly  understood,  that  this  provision  is  not  made  ; 
for  the  education  of  the  indigent,  but  rather  of  those  who,  by  nature  and  r 
qualifications,  shall  be  deemed  most  capable  of  future  usefulness  as  '} 
teachers,  and  who,  by  their  own  influence,  both  as  pupils  of  the  school  £ 
and  as  teachers  afterwards,  can  best  subserve  the  ends  of  the  benevo-  ) 
lence  which  they  enjoy.  For  this  reason,  the  benefit  proposed  shall  em-  : 
brace  only  the  tuition  and  privileges  of  the  school — and  that  on  condi-  ) 
tion3  to  be  mentioned — not  the  board,  text  books,  or  personal  expenses,  1 
in  any  degree.  The  system  shall  be  beneficiary,  not  eleemosynary,  and  ) 
shall  be  limited  to  those  who  are  either  able  to  bear  their  own  expenses,  i 
and  willing  to  make  the  sacrifice,  or  who,  from  promise  of  usefulness,  ) 
shall  be  able  to  secure  to  this  extent  the  interest  of  others  in  their  behalf.  .; 
It  is  only  thus  that  their  proper  relations  and  associations  in  the  school  ) 
could  be  secured  without  offence  to  others,  and  only  thus,  too,  by  select-  } 
ing  persons  of  proper  standing  and  of  proper  merit,  capable  of  enjoying  \ 
and  appreciating  the  highest  standards  of  instruction  and. of  association,  \ 
that  the  benefits  of  the  system  itself  could  be  extended  through  the  \ 
highest  and  the  widest  circles  of  influence.  And  it  may  be  safely  affirm- 
ed that  while  the, applicants  for  this  benefit  would  embrace  only  persons 
capable  of  appreciating  the  value  of  education,  those  who  should  be 
chosen  according  to  these  requisites,  would  exert  the  best  influence  in  the 


IN    THE    SOUTH. 


school,  and  the  highest  usefulness  in  life.  Eveiy  such  pupil  should  be 
entitled  to  a  full  course  of  three  years  instruction,  but  not  more,  except 
in  extraordinary  cases ;  but,  the  more  fully  to  guard  against  the  results 
or  mistaken  choice,  and  to  sustain  the  highest  standards  of  improvement, 
the  election  should,  in  each  case,  be  repeated  every  year.  On  receiving 
their  election,  the  parties  should  be  required  to  enter  into  bond,  by  their 
legal  representative,  with  good  security,  to  spend  at  least  three  years  (or 
one  or  more  years  for  each  year  of  such  election,  as  might  be  deemed 
best)  in  teaching  -within  the  Confederate  States,  the  condition  being,  that 
in  the  event  of  the  forfeiture  of  the  bond,  the  -party  should  pay  to  the 
Institute  the  full  sum  of  the  tuition  received,  with  interest  from  the  time 
it  was  due,  which  sum  should  then  accrue  to  the  funds  devoted  to  this 
general  o'^:  ites'Of  the  fulfilment  of  this  bond  should  be 

rc(|ui:  '  the  Superintendent;  of  the. Instituted     Dismissal 

from  the  Institute,  or  the  w  I  of  this  privilege  from  incompetency 

or  any  oil;  hould  likewise  render  liable  for  the  tuition, 

"buts'i  e  from  any  farther  obligation.     As  part  of  the  training 

of  these  pupils  for  the  office  of  teaching,  they  should  be  required,  during 
the  last  year  of  their  studies,  to  take  part  as  assistant  teachers,  under  the 
supervision  of  the  Faculty,  in  the  instructions  of  the  Institute;  aid  their 
diploma  should  set  forth  :'  .id  certify,  besides  their  attainments 

in  knowledge,  their  competency  in  teaching,  as  thus  ascertained.  Thi3 
requirement,  while  of  important  advantage  to  themselves  as  future  teach- 
ers, would  constitute  an  incidental  benefit  to  the  institution  of  no  small 
value,  in  multiplying  its  means  of  instruction  according  to  its  own  sys- 
tems. In  c  of  graduation,  or  other  certificates,  grades 
should  be  i  of  these  pupils,  according  to  the  different 
requirements  of  teachers  in  different  grades  of  schools.  Of  which  I  would 
suggest  two — the  Classical  or  Academical,  embracing;  Latin  and  French, 
and  the  Englfsb,  embracing  only  the  studies  or  I  di  departments. 
The  degree  of  attainment  in  Music  might  constitute  a  third.  These  grades 
should  represent  only  the  difference  in  the  iiibjects,  or  extent,  of  attain- 
ment, thoroughness  of  discipline,  and  a  high  degree  of  sound  knowledge, 
being  required  alike  in  every  case,  as  of  all  other  graduates,  in  any  de- 
partment of  tbc  school:  Beyond  this,  as  to  the  method  of  instruction 
and  examination,  and  the  rules  of  conduct  and  discipline,  no  distinction 
should  be  m  :de  between  them  and  other  pupils.  Whatever  improvements 
might  be  required  for  their  benefit  should  be  common  to  all.     Whatever" 

miguttee  enjoyed  by  ether?  should  belong  to  them  also.  Ac- 
cording to  accomplishments  of 
intellect  or  of  manners  are  appropriate  to  the  most  refined  and  select 
society,  are  also  appropriate  for  those  who  shall  be  the  teachers  of  the 
daughters  of  our  State,  and  whatever  thoroughness  of  instruction  and  of. 

^m%™ — — ..<-..~w,.w,,.,^.^ 


mam™ — -••• •• •• ••••• •• — ~*#sm 

24  THE  EDUCATION  OF  TEACHERS  ^| 

discipline  i3  required  for  these,  is  surely  desirable  for  all.  In  every  re- 
spect, so  far  as  possible,  tbi3  system  should  be  made  a  partx)f  the  general 
operations  of  the  Institute,  and  these  pupils  identified  in  education,  asso- 
ciation, and  sympathy,  with  the  rest  of  the  school.  The  highest  benefits 
would  thus  result  to  all.  In  this  school,  with  fts  existing  modes  of  disc:p-  > 
line  and  conduct,  no  difficulty  would  attend  this  union  ;  and  its  known  ( 
standards  of  instruction  already  guarantee  the  most  material  requisites  / 
of  success,  in  every  other  respect.  i 

The  extent  to  which  this  undertaking  could  be  realized  would  depend  ^ 
of  course,  upon  the  means  obtained.  It  might  indeed,  be  begun  with  any  I 
number,  however  limited:  and  such  a  beginning  would  probably  do  more  * 
than  anything  else  to  ensure  the  full  success  of  the  enterprise.  It  is  pro-  •;' 
posed,  however,  that  the  announcement  be  made  for  twenty  pupils,  and  ) 
the  effort  continued  until  the  means  are  obtained  for  the  education  of  such  •: 
a  number — it  being  understood  that  the  number  shall  be  limited  always  \ 
by  the  interest  of  the  funds  secured.  An  annual  interest  of  two  thousand  ? 
dollars  would  pay  for  the  tuition  of  this  number  of  pupils  at  one  hundred  ( 
dollars  each,  in  old  money,  and  while  the  school  need  only  be  charged  / 
yearly  with  the  interest,  in  the  form  of  such  instruction,  the  principal,  or  l 
any  portion  t  ereof,  might  be  legitimately  devoted  to  the  general  im-  £ 
provement  of  the  school,  which  would  be,  indeed,  its  best  investment.  \ 
The  character  and  number  of  the  Trustees  would  be  an  ample  pledge  to  I 
the  public  that  the  funds  would  be  faithfully  applied.  Could  we  attain  } 
even  this  number, — while  we  might  even  go  beyond  it,  there  would  be  £ 
left  on  ample  margin  for  private  patronage  ;  while  the  school  won  Id  thus, 
in  a  few  years,  accomplish  an  amount  of  good  in  the  education  of  the 
daughters  of  our  people,  that  is  incalculable. 

With  these  remarks  I  venture  to  urge  this  subject  upon  the  considera- 
tion of  the  Trustees  of  Hollins  Institute.  The  tiaie  is  ripe,  the  need  is 
great,  the  means  are  re.idy,  as  I  believe,  for  the  undertaking.  I  regard  it 
as  a  great  and  patriotic  enterprise,  whereby,  if  they  should  succeed,  they 
will  not  only  elevate  the  character  and  reputation  of  the  Institute  itself, 
but  will  entitle  themselves,  also,  to  the  gratitude  and  praise  of  the  coun- 
try, for  inaugurating  an  enterprise  of  such  wide  and  lasting  usefulness. 
I  believe  that  they  will  meet  with  undoubted  success  ;  that  the  idea  will 
be  seized  and  their  example  followed  elsewhere,  for  both  male  and  female 
schools,  and  that  they  will  find  it  to  be  no  small  honor  to  have  been  the 
founders  of  the  first  Normal  School  in  the  Confdderate  States.  I  sin- 
cerely hope  that  this  honor,  and  this  usefulness,  may  belong  to  them,  and 
to  the  HoLbiNS  Institute  and  NToumal  School  of  Virginia. 
1  am,  sir,  very  respectfully ,  your  oOcdientservant, 

EDWARD  S.  JOYNES, 
Prof,  in  William  and  Mary  College,  and  Acting  Prof,  in  Ilollins  Institute. 

Hollins  Institute,  Botetourt  Springs,  Va.,  August  20,  1864. 

••••■' •••'-'••■ •■•' — mmM 


s 


* —^^mm 


mum  m  mi  wsma. 


At  a  meeting  of  the  Board  of  Trustees  of  Hollins  Institute,  held  on  ( 

the  22d  August,  1861,  (the  preceding  letter  having  been  laid  before  the  :; 

Board  bj  the  President,)  the  following  Resolutions  were  adopted,  viz  :  ? 

Resolved.  That  the  Trustees  of  Hollioa  Institute  cordially  approve  the  views  and  rccom-  \ 

mendations  embraced  in  the  letter  of  Professor  Ed wafd  S.  Joynes  to  the  President  of  the  \ 

Board,  and  that  the  Trustees  adopt  the  same  ns  a  basis  of  action.  / 

Resolved,  That  a  committee  be  appointed  to  act  in  connection  with  a  committee  of  the  v 

Faculty,  to  mature  a  plan  in  furtherance  of  these  views  and  objects.  \ 

Resolved,  That  this  plan,  when  adopted,  shall  be  communicated  to  the  public  through  .' 

Buoh  means  as  the  committee  may  devise^  embracing  also  the  publication  of  the  letter  of  ( 

Professor  Joynes,  with  these  proceedings,  and  the  employment  of  an  efficient  agency  or  S 

agencies  to  advance  the  object.  J 

Resolved,  That  as  soon  as  a  basis  is  obtained  for  the  education  of  five  pupils  on  the  prin-  \ 

ciples  thus  adopted,  the  system  shall  be  put  into  operation,  announcement  being  made  at  S 
least  two  months  in  advance. 

Resolved,  That  the  pupils  chosen  under  this  plan  shall  be  selected  from  the  State  of  Vir-  \ 

ginia,  without  regard  to  denominational   or  other  peculiarities,  but  with  sole  reference  to  ; 

their  capacities  for  usefulness  as  teachers.  ') 

1 
\ 
} 


•"■^ •'■     "~ ■ -*"% 


k<am  m  mm  -mMstm 


c 
) 


LLLb 


In  pursuance  of  the  above  resolutions  of  the  Board  of  Trustees,  the 
President  of  the  Board  and  the  Superintendent  of  the  Institute  having 
been  requested  to  act  as  chairman  of  the  respective  Committees  of  the 
Trustees  and  the  Faculty,  the  Committees  met  on  the  5th  of  September, 
and  agreed  upon  the  following  action  : 

Resolved,  Thai  deeply  impressed  w  ith  the  importance  of  an  independent  and  self-sustain- 
ing system  of  Education  as  essential  to  the  independence  of  our  country  and  the  perpetuity 
of  our  institutions,  and  believing  that  the  the  J-lducaiion  of  Southern  Female  Teachers  for 
the  Schools  and  homes  of  the  South  constitutes  one  of  the  first  and  most  important  steps 
towards  the  attainment  of  this  end.  which  now  deserves  peculiar  and  immediate  considera- 
tion ;  we.  in  behalf  of  ihe  Trustees  and  Faculty  of  Ilollins  Institute;  agree  to  adopt  the  fol- 
lowing plan,  and  appeal  to  the  patriotism  and  benevolence  of  our  fellow-citizens  in  its  sup- 
port. 

1.  It  is  proposed  that  there  shall  founded  an  endowment,  by  public  beneficence,  the  inter- 
est of  which  shall  be  devoted  perpetually  to  the  education  of  Southern  female  Teachers  in 
this  Institute. 

2.  These  teachers  shall  heeducated  free  of  charge  for  tuition  or  rent,  but  paying  their 
own  board;  and  shall  be  entitled  otherwise  as  pupils  of  the  Institute,  to  all  the  advantages 
and  privileges  of  the  school,  on  the  same  footing  with  other  pupils. 

3.  The  said  pupils  shall  be  appointed  annually,  from  the  State  of  Virginia,  by  the  Faculty 
and  Trustees  of  the  Institute,  or  by  committees  appointed  for  the  purpose:  but  the  same 
persou  may  be  re-appointed  in  successive  years,  until  her  course  of  studies  shall  be  com- 
pleted, yet  not  exceeding  three  years,  unless  by  a  unanimous  vote. 

)  4.  These  pupils  shall  be  chosen,  at  6tated  times,  after  public  notice  in  advance  of  at  least 

f  one  month  in  not  less  than  three  of  the  leading  newspapers  of  Virginia.    The  applications 

:"  shall   be  considered  without  auy  regard  to  peculiarities   of  religions  belief  or  personal  or 

\  political  connexion,  but  solely  with  ref  Tcnce  to  intelligence,  character  and  fitness  for  use* 

\  fulness  and  influence  in  teaching.    These  qualifications  shall  be  required  to  be  satisfactorily 

>  attested,  and  a  clue  degree  of  previous  preparation,  as  well  as  a  suitable  age,  (not  less  than 

}  fourteen  years;  shall  aiso  be  held  to  be  requisitp  for  appointment. 

f  5.  These  requisites  being  fulfilled,  and  other  things  being  equal,  the  preference  shall  bo 

•  given,  in  making  these  appointments,  to  the  daughters  or  orphans  of  soldiers  of  the  Confed- 

\  eratearmy,  or  to  others  who  may  have  become  impoverished  in  consequence  of  patriotic  sac* 

)  rificeB during  the  present  War  of  Ind<  p                     But, as  this  benefit  is  designed  to  be,  iu  its 

)  results,  a  public  and  not  a  personal  one,  indigence  atone  will  not  be  considered  a  recommen- 

r  dation  for  appointment. 

(  6.  Every  such  pupil,  on  receiving  her  appointment,  shall,  by  her  legal  representative;  er« 

j  tar  into  bond,  with  acceptable  security,  to  spend  at  lea  I    three  years  of  the  next  five  after 

/  leaving  the  Institut                   agin  some  one  oftlie  Confederate  States,  and  binding  herself,  in 

)  case  of  the  forfeiture  of  the  bond,  to  pay  to  the  Institute  the  full  sum  of  the  tuition  received, 

with  interest  from  the  time  it  was  due,  which  sum  shall  then  accrue  to  the  funds  devoted 

to  this  object,  and  be  invested  on  the  same  principles.    Uut  if,  by  act   of  the  Faculty,  the 

pupil  shall  be  removed  from  the  Institute,  or  her  appointment  withdrawn,  or  iu  case  of  her 


PSM-"- — 


<mm~ — ••'••• ■•••■■ ■■■•■"'••'•■•-••• ----- ~^u^sm. 

f  REPORT    OP    JOINT    COMMITTEE.  27 

death,  or  any  involuntary  disability,  the  bond  shall  be  considered  discharged.  Certificates 
5  of  the  fulfilment  of  this  bond  shall  be  returned  to  the  Superintendent  of  the  Institute,  and 
"}    shall  bo  filed  by  him. 

(  7.  The  said  pupils  shall  bo  permitted  and  required,  as  a  part  of  their  training  for  teachers, 
to  take  part,  under  the  supervision  of  the  Faculty,  ia  the  instructions  of  the  Institute  dur- 
ing the  last  year  of  their  Btudies,  provided  that  this  requirement  shall  bo  held  subsidiary  to 
their  own  improvement,  and  shall  not  exceed  one  hour  per  day,  without  the  consent  of  the 
pupil. 
S.  Th?3  foundation  shall  be  known  as  the  Normal  Department  of  Rollins  Institute. 
[t  shall  embrace  two  courses  of  study,  adapted  to  the  wants  of  the  different  grades  of 
schools;  namely,  the  English,  embracing  a  full  course  of  studies  in  the  Englisb  Department, 
including  Mathematics;  and  the  Classical,  which  shall  embrace,  besides,  the  Latin  and 
French  Languages ;  but  the  pupils  in  this  department  shall  also  have  the  privilege,  with  the 
consent  of  the  Faculty,  of  studying  other  subjects  in  the  Literary  Departments,  when  not 
inconsistent  with  the  Specific  objects  of  this  endowment.  On  completing  either  of  these 
courses,  on  such  standards  as  may  be  fixed  by  the  Faculty,  these  pupils  shall  receive  appro- 
priate diplomas,  declaring  them  to  be  graduates  in  this  department,  and  qualified  as  teachers 
accordingly.  And  those  who  may  fail  to  complete  the  whole  of  the  said  course  or  courses* 
may  upon  application  and  examination,  receive  from  the  Faculty  certificates  of  their  quali- 
fications as  teachers  in  particular  subjects.  Other  pupils,  also,  who  propose  to  become  teach- 
ers, may  cuter  themselves  a*  members  oi  this  department,  and  sccare  the  like  diplomas  or 
certificates  upon  the  same  terms. 

9.  This  Department  shall  be  in  all  respects  an  integral  part  of  the  Institute. 
Its  pupils  shall  receive  the  same  instructions  and  the  same  examinations  as  other  pupils 

in  the  same  classes,  and  upon  the  same  standards  of  elevated  and  thorough  scholarship 
which  are  adopted  throughout  the  Institute.  And  in  conduct,  discipline,  and  association 
as  well  as  in  all  the  obligations  and  privileges  of  the  school.,  th<-so  pupils  shall  be  on  the 
same  footing  precisely  as  all  others. 

10.  That  the  benefits  of  this  endowment  may  be  made  perpetual,  the  number  cf  such  pu- 
pils must  be  limited  by  the  amount  of  the  annual  interest  upon  the  funds  subscribed.  Aa 
an  additional  pledge,  however,  of  our  desire  to  extend  this  benefit  to  the  widest  possible 
degree,  consistent  with  the  maintenance  of  the  Institute,  it  is  provided  that  the  tuition  of 
the  said  pupils  shall  always  be  reckoned  at  twenty  five  per  cent,  less  per  annum  than  the 
regular  charge  for  other  pupils ;  or,  in  other  words,  the  number  of  such  pupils  received 
shall  be  twenty-five  per  cent,  greater  than  that  actually  provided  for  by  the  proposed  en-: 
dowment,  this  twenty-live  per  cent,  being  donated  annually  by  the  Institute  to  this  object. 
And  the  entire  amount  of  the  interest;  accruing  at  sis  per  cent,  shall  be  regularly  thus  em 
ployed. 

11.  Iu  order,  however,  still  further  to  limit,  on  a  permanent  principle,  the  charge  for  tui- 
tion in  the  case  of  these  pupils,  it  is  provided  that  the  sail  charge  shall  never,  at  any  time, 
exceed  one  half  the  price  of  board  as  then  fixed  by  the  Trustees  of  the  Institute.  The  pres- 
ent value  of  each  of  these  scholarships,  which  shall  be  known  as  the  Normal  Scholarships 
in  Hollsns  Institute,  is  for  the  present  fixed,  however,  at  four  thousand  dollars,  .(£1,000)  in 
the  present  cuneucy  of  the  Confederate  States.  Anyone  or  two  persons  subscribing  this 
amount  shall  have  during  life  the  right  to  nominate  one  such  pupil,  in  such  manner,  con 
sistent  with  these  regulations,  as  may  be  hereafter  prescribed;  and  the  Scholarship  in  ques- 
tion shall  be  knowu  perpetually  by  the  name  of  the  founder  or  founders. 

12.  This  system  shall  be  put  into  operation  as  soon  as  an  amount  shall  have  been  sub- 
scribed sufficient  to  establish  one  such  scholarship.  The  funds  subscribed  shall  not  be  due 
until  notice  has  been  given  to  that  effect,  and  all  moneys  previously  collected  shall  be  re- 
turned, if  at  the  end  of  twelve  months  the  enterprise  shall  not  have  been  to  this  extent 
successful. 

'^•fr" — •- ™ agf^g 


» - >• — «^tS88 

REPORT    OF    JOINT    COMMITTEE. 


13.  The  Superintendent  is  authorized  and  required  to  employ,  with  the  concurrence  of  the 
Faculty,  efficient  agenc.e«  to  bring  this  subject  before  the  public,  and  to  solicit  subscript  ions 
on  this  behalf.  The  President  of  the  Board  of  Trustees  shall  bo  the  Treasurer  of  the  fund 
so  collected,  and  the  investment  and  expenditure  thereof  shall  be  under  the  control  of  the 
Trustees,  whose  names,  number  and  character  are  offered  to  the  public  as  a  guarantee  of  the 
good  faith  of  its  employment. 

14.  This  enterprise  is  undertaken  as  a  public  benefit,  under  a  profound  sense  of  the  impor- 
tance to  our  country  of  affording  enlarged  opportunities  for  the  education  of  Female  Teach- 
ers in  the  South,  and  in|the  hope  that  the  example,  if  successful,  may  be  followed  by  other 
institutions. 

15.  The  position  of  this  Institute  for  nearly  twenty  years  successfully  conducted  with  the 
amplest  patronage,  and  upon  the  most  elevated  basis,  constitutes,  it  is  hoped,  both  a  vindi- 
cation of  the  motives  of  this  enterprise,  and  a  sufficient  pledge  that  this  trust,  if  confided  to 
it  will  be  executed  with  both  fidelity  and  ability,  in  the  selection  and  education  of  pupils, 
under  the  highest  standards  of  scholarship  and  discipline,  for  all  the  requirements  of  teaeh- 
erB  in  the  sqhoola  and  families  of  the  South.  The  instructions  of  the  Institute  being  al- 
ready adapted  to  this  object,  as  an  original  feature  in  its  constitution,  we  may  the  more  con- 
fidently appeal  to  the  roppprt  of  the  public  in  behalf  of  the  present  plan. 

GEO.  P.  TAYLOE,  President. 
J.  P.  CORRAN, 
RUFUS  PITZER, 
Committee  on  the  part  of  the  Trustees. 
OH.  L.  COCKE,  Superintendent. 
L.  W.  SEELEY, 
W.  II.  PLEASANTS, 
Committee  on  the  part  of  the  Faculty. 

H0LMX8  INSTITUTE.  BoTKTOtltT  SPRINGS,  V.\..  Sept.  Mil,  1864. 


g^^— - - • ••••-— §*fii?S 


!$R?*&nn~— -•• <^98BH'& 


mmwmmm  anb  catalogs 


fiallttt*  littftittfe. 


S'S^*§— ■ - — * &£$$$ 


V) 


— **M9* 


^W^^— ..,— ,^.,,...,,,,,,... .,.,..,,,,, ,■_ ^UU^^SgHI 


imwmi1 


As  the  powers  of  the  mind  know  no  limit  of  culture  or  development,    % 
so  an  Institution  of  Learning  never  reaches  perfection.     Its  life,  if  life  it   { 
has,  is  dependent  upon  constant  progress,  esporionei,  and  improvement.  M* 
A  purpose  to  remain   in  statu  quo,  is  nothing  short  of  a  prernonitrrg-of  .; 
early  decay,  death  and  final  dissolution.     This  Institute  at  each  successive    •; 
stage  in  its  history,  has  aimed  at  substantial  advance  and  increased  em-    } 
ciency.     Commencing  its  career  iwmty-lwo  years  ago,  with  full  numbers,    :} 
but  poor  and  meagre  facilities,  it  has  not  only  maintained  its  early  success     ) 
but  has  endeavored  to  meet  the  growing  wants   and  higher  standards    \ 
which  the  progress  of  society  and  the  interests  of  education  in  our  State    / 
seemed  to  demand.     Its  efforts  in  this  regard  have  not  been  in  vain.     An    \ 
overflowing  patronage  has  crowded  its  halls.     Hundreds  of  young  ladies    > 
impressed  with  its  teachings — moral,  intellectual  and  social— have  gone    \ 
forth  both  to  adorn  and  to  bless  society,  and  now  it  has  reached  a  promi-    '? 
nence  and  apposition  for  future  good,  which  not  only  far  transcends  the    v 
most  sanguine  anticipations  of  its  projectors,  but  enables  it  to  extend  its    ) 
labors  into  fields   comparatively   uncultivated    in  Southern  society,  and    r^ 
invite  a  co-operation  which  has  heretofore  kept  aloof  from  its  humble    > 
efforts.     The  proposition  to  establish  in  this  Institute  a  Normal  Depart-    I 
ment,  on  a  benificiary  basis,  so  ably   and  eloquently  advocated   in  the    ? 
Letter  of  Prof.   Joynes  to  the  President  of  the  Trustees,  and  more  fully    :! 
developed  in  the  action  taken  thereon,  constitutes  a  new  feature  in  Female    > 
Education  in  our   State.      That  it  is  at  once    opportune,   feasible   and    \ 
}    demanded  by  the  pressing  wants  both  of  the  community  and  of  those  who    > 
\   may  become  the  recipients  of  such  instruction,  the  intelligent  mind  cannot    •: 
>    question.     If  we  would  maintain  and  perpetuate  those  lovely  character-    S 
\    istics  which  distinguish   Southern  society  and  Southern  homes  fiom  all    •; 
\    others  on  earth  3  if  we  would  not  allow  the  stranger  and  the  foreigner  to    / 
:    supplant  us  in  our  birth-right  and  introduce  customs  and  innovations    I 
S    which  we  neither  lote  nor  admire,  then  must  we  provide  the  home  circle     > 
}    the  neighborhood  school,  and  those  too  of  higher  grade,  with  teachers    \ 
\    possessed,  not  merely  of  intellect  and  learning,  but  of  these  lovely  domes-    5 
j    tic  and  social  virtues  which  have  ever  adorned  the  ladies  of  the  South. 
£    How  many  young  ladies  of  our  State— young  ladies  of  high  social  position 
jJ    and  noble  qualities  of  mind  and  of  heart — robbed  by  a  vindictive  and 
q*  unscrupulous  enemy  of  all  external  means  of  support,  would  most  cheer- 

%W3«*"^ •• •• •• •• <— • ~-^~*mml 


32  ANNOUNCEMENT.  II 

fully  and  gladly  avail  themselves  of  the  privileges  hero  proposed,  and  by  °° 
their  efforts  and  influence  in  after  years,  transmit  to  coming  generations  * 
f  the  principles  of  social  life,  the  civilization  and  the  refinements,  which  | 
their  fathers,  their  brothers  and  their  friends  have  so  heroically  fallen  to  ';• 
defend  and  preserve?  And  what  man,  possessing  the  soul  of  a  man,  who  ^ 
during  this  protracted  and  fearful  conflict,  has  remained  at  home  in  peace  ;. 
and  plenty  and  prosperity  abounding— nay,  more—who  has  realized  inci-  ;: 
dentally,  or  otherwise,  unwonted  profits  and  substantial  gains,  would  refuse  \ 
to  aid  in  this,  or  some  other  way,  those  tender  ones  whom  the  accidents  oj  { 
war  have  cast  pennjfcless  upon  the  world  ?  \ 

And  let  it  be  distinctly  understood,  too,  that  in  no  spirit  of  mere  pre-  .; 
tence,  or  for  the  sake  of  reputation  and  patronage,  is  this  proposition  \ 
now  made  to  the  public.  The  Institute  already  possesses  the  means  ( 
and  the  organization  to  make  good  its  proposal  to  the  number  of  not  less  \ 
than  fifty  such  Scholarships.  Its  buildings  will  soon  reach  a  capacity  £ 
adequate  to  the  accommodation  of  180  resident  pupils  with  all  necessary 
Officers  of  Instruction  and  Government ;  its  Trustees  hold  their  appoint- 
\  ment  direct  from  the  Legislature  of  the  State  with  self-perpetuating  power, 
)  untrammelled  by  societies  or  other  associations  of  any  kind  ;  its  funds  are 
i  all  held  sacred  to  the  cause  of  Education,  subject  to  no  transfer  or  rever- 
h  sion— and  its  patronage  has  been  for  years  greater  than  Us  capacity.  The 
(  proposal  is,  therefore,  made  with'a  view  of  meeting  a  present,  a  pressing 
;  and  unprecedented  want,— made  in  good  faith,  and  with  an  earnest  purpose 
(    and  endeavor  to  accomplish  a  grand  result. 

)  To  those  who  have  long  looked  upon  this  Institute  with  a  friendly  eye, 
.'  and  have  anxiously  listened,  these  many  years,  for  the  announcement  that 
i  "  all  was  complete  and  paid  for,"  we  are  sorry  to  say  that  we  have  no  word  > 
\  of  consolation.  To  finish — to  stop  and  stand  still,  is  to  stagnate  and  to  • 
\  die.  We  are  not  yet  prepared  for  such  a  result.  This  Institute  aspires  to  / 
:  a  long  life  of  continued  progress  and  improvement,  and  a  happy  old  age  j 
f-   crowned  with  dignity  and  honor.  ^ 

CHAS.  L.  COCKE,  SupH. 


1 
£3- 


■• — •^neussi 


mm  m  tm 


Mr.  GEORGE  P.  TAYLOE,  Roan 
Mr.  WILLIAM   H.  PLEASANTS,  B 
Mr.  WILLIAM  A.  MILLER  . 
Mr.  BENJAMIN  AjISEN  . 
Rkv.  A.  C   DEMSEY    h    .      . 
Mr.  J.  A.  E.  WINKLER     . 
Mr.  RUFUS  PIT  ZER    . 
Col.  H.  A.  EDMUNDSON 
C>l.  VYTLLIAM  RADFORD 
Col  ISAAC  HTJyHOLDHK 
Col.  CliAS.  A.  RONALD      . 
Rkv.  WM.  P.  FAUISH       . 
Mr.  SAWL  F.JORDAN 
Mr.  MOSES  B.  LLOYD      . 
if  a.  FRANCIS  T.  WOOTTON 
Rkv.  JAMES  A.  LAY  IS     . 
Mr.  PASCHAL  FOWLKES 
Mr.  T.  B.  EVANS       . 
Mr.  W.  W.  DAYIS 
Mr.  D.  C.  BOOTHE    . 
Dr..  WM.E.  WALKUP  . 
Mr.  BEN.  T.  TINSLEY 
Dr.  JNO.  R.  ROBERTSON 
Mr.  COLIN  BASS       . 
Mr.  W.  W.  REESE 
Rev.  G.  W.  LEFTWICH 
Col.  A.S.GRAY 
Mr.  GEO.  P.  LUCK   . 
Mr.  R.  A.  LEE       . 


.^p         cX  (P.     U* 


JttA*-*% 


okb,  President. 

.  Secretary. 

.lynchburg. 

Fincastle. 

Botetourt. 

Roanoke. 

Botetourt. 

Salem. 

Botetourt. 

Buchanan. 

Blacksburg. 

Charlottesville. 

Roqkbridge. 

Pulaski. 

Prince  Edward. 

Liberty. 

Nottoway. 

Roanoke. 

Rockbridge. 

Roanoke. 

Botetourt. 

Roanoke. 

Pittsylvania. 

Richmond. 

Bedford. 

Bedford. 

Rockingham. 

Bedford. 

Lynchburg. 


♦    • 


~&m& 


^^ji|^£§tnnr •> .<'i.'«.. ..'«..'i,'«..'w»..s,i«,in,i«l,'N,c»,«,( ..•».<••  ..«-~jui_fl. 


mm  m  msamm  t  whmmii 


CHARLES  L.  COCKE, 

SUPERINTENDENT  AND  INSTRUCTOR  IN  MATHEMATICS. 


L.  W.  SEELEY,  D.  D., 

ENGLISH    LANGUAGE,    MENTAL    AND    MORAL    SCIENCE. 


HOWARD  S.  JOYNES,  A.  M., 

ANCIENT    AND    MODERN    LANGUAGES. 


WILLIAM  H.  PLEASANTS, 

NATURAL     SCIENCE     AND*   HISTORY 


J.  A.  E.  WINKLER, 

MUSIC    AND    MUSICAL    COMPOSITION. 


MISS  LUCY  JUREY, 

MUSIC  AND  PAINTING, 

MISS  S.  H.  JEWETT, 

MUSIC. 


MISS  L.  W.  KERFUOT, 

ASSISTANT    IN    MODERN    LANGUAGES. 

MISS  M.  A.  SYDNOR, 

COMPOSITION    AND' ENGLISH. 


MISS  SALLY  L.  COCKE, 

ASSISTANT    IN    ANCIENT    LANGUAGES    AMD    ENGLISH. 


I      -*  %      ^fl^      i.  MRS.  JANE  A.  CONWAY,  .   .  *  fc 


fy&RM™^- -".-•«.■ - - —>.—•—-— u&ffijfc 


•■— -^stm. 


i 


H 


ffl 


A2U 


Session  1855 — 6. 
Miss  SUSAN  V.  WILLIAMS      . 

Scssio7i  1859-60. 
Miss  ELLEN  C.  MATTHEWS       . 
Miss  SUSAN  J.  RICHARDS     . 


Miss  C.  A.  MILLER     . 
Miss  SALLY  L.  COCKE 


Session  1862-3. 
Session  1863. 


Farmville. 


Pulaski. 
Charlotte. 


Pittsylvania, 
Roanoke. 


>#mm 


$m®^— ■ 


hi  m  «abw 


APRIL  3d,  1861. 

ENGLISH. 
Miss  KATE  ARXOLD     . 
Miss  L.  W.  KERFOOT       . 
Miss  MARY  D.  LEWIS 
Miss  C.  A.  MILLER 
Miss  AGNES  J.  REVELY    . 
Miss  VIOLA  V.  PAYNE  . 
Miss  JOSEPHINE  SLAUGHTER 

LATIN. 


Miss  M.  F.  FOWLKES       .... 
Miss  ANNA  D.  GRAY  . 

ERENCH. 

Miss  EMMA  B.  BURKE  .... 

Miss  SALLY  L.  COCKE     .... 
Miss  SALLY  E.  JONES  .... 

Miss  L.  W.  KERFOOT       .... 
*fiss  VIOLA  V.  PAYNE       .      "  . 
Miss  JULIA  C.  SYDNOR         .         .         .         . 

MATHEMATICS. 
Miss  C.  A.  MILLER 

HISTORY. 
Miss  0.  F.  GILLIAM        .... 
Miss  L.  W.  KERFOOT  .... 

Miss  C.  A.  MILLER 

Miss  JOSEPHINE  SLAUGHTER 
Miss  CECILIA  THIBAULT      . 

APRIL   1st,  1863. 

ENGLISH. 

Miss  SALLY  L.  COCKE     .... 
Miss  LILLY  L.  MOORE 


Campbell. 

Berryville. 

Kanawha. 

Pittsylvania. 

Campbell. 
Culpeper. 
culpei'eb. 

XnTTAVAY. 

Rockingham. 


King  William. 

Roanoke. 

Floyd. 

Berryyille. 

Culpeper. 

Hanover. 


Pittsylvania. 

Campbell 

Berryyille. 

Pittsylnania. 

cclpeper. 

Arkansas. 


Roanoke. 
Richmond   City. 


<mm—~ - 


REGISTER    OF    GADUATES. 


37 


Miss  SUSAN  M.  PAYNE 
Miss  LUCY  C.  PAYNE 
Miss  BETTY  H.  RATCLIFFE 


LATIN. 


Miss  C.  A.  MILLER 
Miss  SALLY  0.  CHILES 
Miss  MARY  R.  KENT  . 
Miss  SALLY  L.  COCKE 


MATHE31ATICS. 
Miss  FANNY  PAGE  ROBINSON 

HISTORY. 

Miss  SALLY  0.  CHILES 

Miss  SALLY  L.  COCKE     .... 

IHREIVCH. 

Miss  SALLY  0.  CHILES     .... 
Miss  FANNY  PAGE  ROBINSON     . 
Miss  LUCY  DPNKUM 


DECEMBER  16th,  1863. 


ENGLISH. 

Miss  BBTTY  F.  CUSTIS 

Miss  M.  L.  DYERLE    . 

Miss  R.  J.  DYERLE 

Miss  A.  F.  HENKLE    . 

Miss  JULIA  LEWIS 

Miss  M.  A.  PIERCE    . 

Miss  M.  L.  PITTS 

Mits  LIZZY  PITTS     . 

Miss  BETTY  PITZER     . 

Miss  FANNY  B.  PITZER 

Miss  FANNY  PAGE  ROBINSON 


LATIN, 


Miss  MARY  S.  COCKE 
Miss  LUCY  C.  PAYNE 


MATHEMATICS. 

Miss  MARY  E.  ARMSTRONG 

Miss  HELEN. JOHNSTON     .... 
Miss  WILLIE  RYLAND 


^m^^— 


Alleghany. 
Botetourt. 
Washington  City. 


Pittsylvania. 
Richmond  City. 
Montgomery. 
Roanoke. 


King  William. 


Richmond  City. 
Roanoke. 

Richmond  City. 
King  William. 
Charlottesville. 


Williamsburg. 

Roanoke. 

Roanoke. 

Botetourt. 

Kanawha. 

Portsmouth. 

Abingdon. 

Abingdon. 

Roanoke. 

Botetourt. 

King  William. 


Roanoke. 
Botetourt. 

Richmond  City. 
Buchanan. 
King  William. 


— ■**> %9$g$$ 


afcss*"-"— •■ 


38 


REGISTER    OF    GRADUATES. 


Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 


FRENCH. 

MARY  S.  COCKE      . 
BETTY  F.  CUSTIS 
If.  VIRGINIA  DAVIS 
ALICE  DAVIS 
HELEN  JOHNSTON   . 
LILLY  L.  MOORE 
LUCY  C.  PAYNE       . 
SUSAN  It.  PAYNE 
M.  A.  PIERCE  . 
M.  L.  PITTS  . 
LIZZY  PITTS     . 
ISABELLA  THOMAS 


IHTJSIC 


Miss  SALLY  L.  COCKE 


— &mm 


Roanoke. 

Williamsburg. 

Lynchburg. 


I 


lynchburg. 

Buchanan. 

Richmond  City 

Botetourt. 

Alleghany. 

Portsmouth. 

Abingdon. 

Abingdon. 

Caroline. 


Roanoke. 


mam 


■—~*&m 


— --§«S§$£ 


Session  1863. 
(The  Session  of  1863  opened  on  the  20th  of  May,  and  closed  on  the  10th 
of  December  following — a  temporary  arrangement  adoptei  in  view  of  the 
prospective  difficulty  of  obtaining  supplies.) 


N'omrs. 
i&   P.  B.  ANDERSON 
F.  W.  ABELL 
M.  E,  ABELL   . 
ELLEN  AYRE 
M.  E.  ARMSTRONG 
A.  If.  BAILY 
R.  E.  BRYANT  . 
FANNY  BARNES  . 
KATE  BARNES 
E.  J.  BROWN 


Residence. 
Louisa,  Va. 
Albemarle. 
Albemarle. 
Loudoun. 
Richmond  City. 
Lynchburg. 
Prince  George. 
Charlotte. 
Charlotte.- 
Christiansburg. 


V.  A.  BROWN Christiansburg. 

BETTY  BROWN Culpeper. 

M.  C.  BURGESS  ....  Culpeper. 

ELIZA  BARR Culpeper. 

FANNY  BURKHOLDER     .        .        .  Botetourt. 

MARY  BOOTHE Franklin. 


E.  A.  COCKE      . 
S.  L.  COCKE 
M.  S.  COCKE 
R.  P.  COCKE 
N.  C.  CLOPTON 
EMMA  CREATH 


Madison. 

Roanoke. 

Roanoke. 

Roanoke. 

Campbell. 

Sussex. 


E.  C.  CARR         .         .         .         .      "  .  Fauquier. 

MARY  CAMPBELL         ....  Caroline. 

IT.  K.  CHAPMAN        .         .         .         .  Luray. 

HETTIE  CLEGG Powhatan. 

JOSEPHENE  CARPER        .         .         .  Botetourt. 

VIRGINIA  CARPER       ....  Botetourt. 

BETTIE  F.  CUSTIS     ....  Williamsburg. 


%W*<™— 


>&$$%& 


mm#"~~ 


REGISTER    OF    STUDENTS. 


40 


Miss 


Names. 

FLORENCE  CUSTIS 
F.  W.  CONWAY 

C.  CHILES 

L.  COCKE      . 

L.  COUCH 

CARPER 

E.  CLEMENT    . 

L.  DEYERLE 

J.  DEYERLE      . 

VIRGINIA  DAVIS 
ALICE  DAVIS 
VIRGINIA  DUNLAP  . 
HARRIET  DUNLAP 
A.  E.  EXALL      . 
NETTE  EARLY      . 
D.   W.  EVANS     . 
RETT  IE  FINCK      . 
M.  F.  FOWLKES 
HARRIET  FARLEY 
BETTY  FARISH 
NELLY  FARISH     . 
M.  L.  GOULDMAN     . 
H.  E.  GOULDMAN 

C.  B.  GREER       . 
EDWINA  GAINES 
EMMA  GIBSON  . 

M.  P.   HANSCF/'iGER 
SALLY  M.  HARRISON 
A.  F.  IIINKLE 

D.  W.  HARRIS   . 
PATTY  HARVEY  . 
LOUISA  B.  HARVEY 
GEORGIA  P.  HILL 
BERTHA  HOLT 

IDA  HUPP      . 
NELLIE  HILL     . 

HANCOCK   . 
SALLY  HUFF     . 
LUCY  JONES 
HELEN  JOHNSTON    . 
MARIANNA  JOHNSTON 


■  mce. 
Williamsburg. 

per. 
Richmond  City. 
Roanoke. 
Buchanan. 
Fincastle. 
Liberty. 
Roanoke. 
Roanoke. 
Lynchburg. 
Lynchburg. 
Monroe. 
Monroe. 
Halifax. 
Madison. 
Roanoke. 
Mecklenburg. 
Nottoway. 
Roanoke. 
Caroline. 
Caroline. 
Lynchburg. 
Lynchburg. 
Franklin. 
Culpcper. 
Roanoke. 
Monroe. 
Madison. 
Fincastle. 
Albemarle. 
Roanoke. 
Roanoke. 
Culpcper. 
Lynchburg. 
Salem. 
Qnlreper. 

i   Id. 

Louisa. 
Buchanan. 

Buchanan. 


3^ 


yBRS^s^-- — 


REGISTER    OF    STUDENTS. 


Names. 
Miss  JANE  E.  JONES 

"  V.  M.  KENT  . 

"  M.  E.  LUCK 

"  N.  B.  LUCK    . 

"  LAVINIA  LIONBERGER 

"  BETTY  LEMMON   . 

"  JULIA  LEWIS    . 

««  B.  A.  LEFTWICH  . 

"  A.  B.  McGILL      . 

•  M.  D.  McGILL 

-■  LILLY  L.  MOORE      . 

"  MARY  McDERMED 

"  L.  F.  MILLER       . 

"  A.  S.  MILLER 

;-  M.A.MILLER       . 

"  BETTIE  J.  MILLER 

«  p.  j,  Mcculloch 

"  LAURA  MINOR 

«  HENRIETTA  MINOR     . 

"  ADDIE  NIB LETT     . 

••  BETTIE  PITZER      . 

;<  F.  B.  PITZER 

«  J.  E.  PITZER 

"  LUCY  PAYNE       . 

«  L.  A.  POTTS    . 

"  M.  L.  PITTS 

"  ELIZABETH  PITTS     . 

«  B.  F.  PRINCE  . 

«  ADRIENNE -POWELL  . 

"  M.  A.  PIERCE  . 

"  J.  W.  PUGH 

«  0.  R.  PUGH      . 

«  MARY  PETTY      . 

«  L.  R.  PRESTON 

«  SUSAN  PAYNE    . 

«  VIRGINIA  PAYNE  . 

•  EMMA  PENDLETON     . 
SOPHIA   PEN  I'LL  TON     . 

«  MARY  I.  PLEASANTS 

»  P.  PAGE  ROBINSON 
"    '  WILLIE  RYLAND 


— 1 


Residence. 
Nottoway. 
Roanoke. 
Bedford. 
Bedford. 
Luray. 
Botetourt. 
Kanawha. 
Franklin. 
Petersburg. 
Petersburg. 
Richmond  City. 
Pulaski. 
Albemarle. 
Albemarle.  • 
Rappahannock. 
Rappahannock. 
Botetourt. 
Bristol. 
Bristol. 
Sussex. 
Roanoke. 
Botetourt. 
Botetourt. 
Botetourt. 
Petersburg. 
Abingdon. 
Abingdon. 
Southampton. 
Greensyille. 
Portsmouth.' 


Pet< 
P<< 
C  u  1 
Moi 
A 


irg. 


Clarke. 
Clarke. 

Roauoke. 
King  William. 
King  William. 


— ^wMl 


$m£&™~  ■ 


&m& 


BEGISTEB    OF    STTDEJfTS. 


Ml! 


Karnes* 

A.  A.  REESE   . 
M.  S.  REESE 
MARYSTATON     .  . 
V.  E.  SHIELDS     . 
A.  0.  SCIIOOLEIELI) 
P.  W.  SCHOOLFIELD 
if.  C.  SHAFER 
ELLA  SHAFER. 
ADA  SUMNER      . 
V.  L.  SINCLAIR   . 
SARAH  SMITH 
P.  E.  TANNER     . 
MARYTAYLOE       . 
ALICE  THOMAS 
ANNIE  THOMAS.     . 
ISABELLA  THOMAS  . 
AMELIA  THOMPSON 
E.  TABLER 

mary  tinsley    . 
saf.lv  wilkerSon  . 
susan  wilkerson 
l.  w.  watk1ns 
jacintha  williams 
a.  g.  winder    . 
m.  s.  winder 
l.  p.  winder    . 
anna  white 
betty  e.  walton  . 

Total 


139. 


Bedford. 
Bedford. 
Lynchburg. 
Botetourt. 

-burg. 
Petersburg. 
Rockbridge. 
Rockbridge. 
Richmond  City. 
Charlottesville. 
Clarke. 
Lynchburg. 
Nottoway. 
Caroline. 
Caroline. 
Caroline. 
Roanoke. 
Botetourt. 
Liberty. 
Pittsj  Ivaoia. 
Pittsylvania. 
Charlotte. 
Nelson. 
Hampton. 
Hampton. 
Hampton. 
Roanoke. 
Sussex. 


ABBHEVIATIO 
L.,  Latin.  D.,  Drawing. 

MUS..  Music.  MATH..  Mathematics. 

MOR.,  Moral  Science.  F.,  French. 

E.,  English.  II,  History. 


Names. 
U.  F.  ABELL     . 
F.  W.  ABELL 
M.  E.  ABELL     . 
P.  B.  ANDERSON 
VIRGINIA  APPE 
LUCY  A.  ARCHER       . 
ANNA  F.  BAILEY     . 
E.  L.  BAILEY       . 
StARY  BAILEY 
KATE  BARNES    . 
ELIZA  BARE    . 
NANNY  BR] 
SUSAN  BO'ONE 
E.  J.  BROWN 
C.  A.  BROWN  . 
M.  JOSEPHINE  BROWN] 
WILLIE  BROWN 
EMILY  BURGESS 
EL  KATE  CHAPMAN 
EMILY  C.  CARR 
JOSEPHINE  CALIPER 
VIRGINIA  CARPER     . 
NANNIE  M.  CABELL 
ALICE  WINSTON  CABELI 
KEZIAH  CADALL 
MARGARET  CAMPBELL 
EMMA  CREATII  . 
MARY  E.  CLEMENT 
WILLIE  CHRIST  TAN   . 


Residences. 
Albemarle 
Albemarle    . 
Albemarle 
Louisa 
Richmond 
Petersburg   . 
Sussex 
Sussex 
ei 
Charlotte 
Culpep'er 
Richmond     . 
Roanoke 
Ctiristiaisburg 
Christiansburg 
Aceomac 
Accomac 
Culpeper 
Luray 

Rappahannock 
Botetourt 
Botetourt 
Buckingham     . 
Buckingham 
Pulaski    .     .     . 
Highland 
Sussex 
Liberty 
Lynchburg 


nsrs. 

N.  S..  Natural  Science. 

G..  German. 

P.,  Painting. 

PREP.,  Trep'y  Department. 


Studies. 


E.j  P.,  MATH. 

!•:.,  L.j  P.,  MATH.,  MUS. 

E.,  L.,  P.,  MATH.,  MI'S. 

1-.,  F.,  MATH.. 

L.,  P 

r,.. 


'.,  MUS. 
Mrs.,  r>. 


.,  MATH.,  MUS. 
L.,  P.,  MATn.,  MUS. 
L.,  F.,  MATH.,  MUS. 
i:.,  P.,  MATH.,  Mrs. 
E.,  P.,  MATH.,  MUS. 
::.;  :■'.,  MAT- 
E.,L.,  I 
;:. 


MUS. 

.,  MATH.,  M  IS 


-.,   ~.,    ^   .,   ........  „.,  .un. 

E.,  MATH,,  II.,  X.  s. 

E.,  P.,  MATH.,  MUS. 

L.,  P.,  MATH.,  MUS. 

E.,  F.,  MOR.,  MUS. 

E.,  F.,  MATH.,  MUS. 

E.,  F.,  MATH.,  MUS. 

E.,  L.,  P.,  MATH., 

■  .,   P.,   MATH.,  MUS. 

L.,  P.,  MATH.,    MUS. 

E.j  P.,  MATH.,    MUS. 

L.,  P.,  MATH.,    MUS. 

P.,  MATH..   H.?  MUS. 

B,,  P.,  MATH. 

.,  P»,  MATH.,    MUS. 

"       MATH.,    MUS. 

MATH.,    MUS. 
i 


L.,  F.,  MATII, 


wm^— < 


44 


REGISTER    OF    STUDENTS. 


— >^$mM 


Names. 
MARY  C.  CHILES     . 
LEILA  V.  COCKE 
MARY  S.  COCKE      . 
ROSA  P.  COCKE 
ISABELLA  H.  COCKE 
MATTIE  L.  COCKE      . 
C.  H.  COCKE     . 
MARY  COLLINS 
NANNIE  C.  CLOPTON 
S.  A.  COLE 
ELVIRA  CROFT 
SARAH  J.  COUSINS     . 
BETTIE  A.  CHANDLER 
M.  VIRGINIA  DAVIS 
ALICE  DAVIS      . 
MARY  E.  DOSS 
JENNY  A.  DUNLAP     .  - 
HARRIET  DUNLAP 
L.  S.  EASTHAM  . 
VIRGINIA  F.  EASTHAM 
DELIA  W.EVANS 
A.B.EXALL     . 
LAURA  ED DINGTON  . 
HARRIET  FARLEY  . 
ELLA  T.  FLOYD. 
A.  C.  GARDNER 
EVELYN  GWATHMEY 
EMMA  GIBSON 
M.  E.  GILL  . 
HELEN  E.  GOULDMAN 
EVA  M.  HANEY  . 
M.  P.  HANSBERGBR 
L.  W  HARRIS       . 
THOMASIA  A.  HARRIS 
CARRIE  0.  HARRIS    . 
PATTIE  HARVEY    . 
LOUISA  B.  HARVEY  . 
SALLIE  HAYNES     . 
GEORGIE  P.  HILL       . 
NELLIE  B.  HILL       . 
BERTHA  HOLT    . 


Residence. 
Richmond  City 
Roanoke 
Roanoke 
Roanoke 
Roanoke 
Roanoke 
Roanoke 
Roanoke 
Campbell 
Smythe    . 
Tazewell 
Dinwiddie 
Caroline 
Lynchburg   . 
Lynchburg 
Lynchburg   . 
Monroe    . 
Monroe 

Rappahannock 
Warren 
Roanoke 
Halifax 
Roanoke 
Roanoke 
Petersburg 
Warren 
King  &  Queen 
Roanoke 
Bedford    . 
Lynchburg   . 
Pulaski    . 
Monroe 
Nelson 
New  Kent     . 
New  Kent 
Roanoke 
Roanoke 
Roanoke 
Culpeper 
Culpeper 
Lynchburg 


Studie*. 
l.,  p.,  h..  Iius. 

P.,  QEB.,  X.  s., 
GER.,  MATH.,N.  I 
I...  P.,  MATH.,  MUS. 

B.,    :..   MATH..   MI'S. 


MI'S 


....   MATH.,  M 
PREP,  f    MI'S 
PREP. 
PREP 
E.,  L. 
B.,   MATH 


P.,  MATH.,  M 
B.,  MATH.,  II.,   MCS. 
E.,  MATH..   II.,    X. 
L.,    P.,  MATH  ,    MI 


:us. 


;:.,  p.,  math. 


MUS. 


L.,  GER.,    M0R.,  HITS. 

L..  QBE,,  MOR.,  MUS. 

».,   P.,  MATH.,    MUS. 

E.,  L.,  F.,   MATH. 

E.,  L.,  F.,  MATH.,  MUS. 

E.,   P.,  MATH.,    MUS. 

E.,   F.,  L.,  MATH.,  MUS, 

E.,   L.,  F.,  MUS. 

E.,   MATH. 

E.,  F.,   H. 

E,,  P.,  MATH. 

L.,  P.,MATH.,MOR.,MUS 

E.,  L.,  P.,  MATH.,  MUS. 

E.,  P.,  MATH.,  N.S., MUS 

PREP.  :    MUS.   ■ 

E.,  F.,  MATH.,    MUS. 

E.,  P.,   MATH. 

E  ,  P.,  MATH.,    MUS. 

E.,  P.,  MATH. 

E.,  L.,  P.,  MATH.,  MUS# 

E.,  P.,  MATH.,    MUS. 

E.,  P.,  MATH.,    MUS. 

E.,  MATH.,  II.,   MUS. 

E.,  P.,  MATH.,  MUS. 

i:.,  MATH.,    PREP. 

E.,  L.,  F.,  MUS. 

E.,  F.,  MATH.,  H. 

E.,  L.,  P.,  MATH., 


fNgKB*"-— 


ggm&r" — 


REGISTER    OF    STUDENTS. 


Names. 
B.  S.  HERNDON 
ISABELLA  HOWARD 
NANNIE  V.  HUDGINS 
BLANCHE  JETER 
A.E.JOHNSON 
ELLEN  JOHNSON 
ELLA  J.  JONES 
JANE  E.  JONES  . 
HARRIET  JONES     . 
M.  E.  JORDAN     . 
SALLY  JORDAN       . 
E.  H.  JORDAN      . 
L.  KEMPER       . 
IDA  KERFOOT     . 
BETTIE  LEMUON     . 
JULIA  LEWIS      . 
AMANDA  LITTLE    . 
HENRIETT  A.  LOUTHAN 
MARY  E.  LUCK 
NANNIE  B.  LUCK 
MARY  McDERMED  . 
MARY  McCONKEY       . 
MARGARET  MASON 
ANNA  MILLER     . 
LAURA  F.  MILLER 
ALICE  MILLER    . 
CORA  MILLER 
MARY  A.  MILLER 
BETTIE  J.  MILLER 
JULIET  A.  MILLER     . 
LILLIE  L.  MOORE    . 
JULIA  MORRIS    . 
M.  A.MORGAN 
M.  P.  OVERSTREET    . 
MARY  I.  PLEASANTS 
SUSAN  PENDLETON  , 
T.  JOSIE  PERCY      . 
PARKE  P.PERKINS 
MARY  E.  PERRY 
CLARA  W.  PETTIGPEW 
MARY  PETTY      . 


Residence. 
Pittsylvania 
Pittsylvania 
Henrico 
Roanoke 
Louisa 
Libert}-    . 
Pulaski 
Nottoway 
Berryville     . 
Goochland 
Goochland    . 
Pulaski    . 
Culpeper 
Berryville 
Botetourt 
Kanawha 
Clarke 
Berryville 
Bedford 
Bedford    . 
Pulaski 
Roanoke 
Caroline 
Albemarle 
Albemarle    . 
Albemarle 
Albemarle    . 
Rappahannock 
Rappahannock 
Pulaski    . 
Richmond  City 
Richmond  City 
Nottoway 
Bedford    . 
Roanoke 
King  &  Queen 
Botetourt 
Buckingham 
Bedford    . 
Campbell 
Culpeper 


Studies. 


I 
) 

.,  F„  MATH.,   MUS.  I 

,,  MATH.,  MI'S. 

L..  K,    "" 


.,  MUS. 


t$jm&™ — 


.  .,  MATH., 
!.,  MATH.,  PREP 
E.,  F.,  MATH.,  MUS. 
E.,  L.,  F.,  MUS. 
E.,  MATH.,  H. 
E.,  L.,F.,  MATH.,  MUS- 
E.,  MATH.,  X.  S. 
L.,  F.,  MATH.,  MUS. 
E.,  L.,  F.,  MATH  ,  MUS- 
E.,  F.,  MATH. 
E.,  F.,  MATH. 
,  F.,  MATH. 
,  L.,  F.,  MATH.,  MUS. 
,MATH.,H.,MOR.,MUS 
E.,  MATH.,  MUS. 

.,  F.,  MATH  ,  H.,  MUS. 

,,  V..   MATH  ,  MUS. 

.,  F.,  MATH.,  MUS. 

.,  F.,  MATH. 

,,  P.,  MATH. 

,,  L.,  MATH.,  MUS. 

,,  F.,  MATH. 

,,  L.,  F.,  MATH. 

,,  F.,  MATH.,  MI'S. 

.,  L.,  MATH.,  MUS. 
E.,  F.,  MATH. 

.,  F.,  MATH.,  MUS. 

,,  F.,  MATH.,  MUS. 

,,  H.,  MOR.,  MUS. 

,,  F.,  MATH.,  MUS. 

.,  F.,  MATH.,  MUS. 

.,  L.,  F.,  MATH.,  MUS. 

!.,  F.,  MATH.,  MUS. 

.,  F.,MATH.,  II.,  MUS. 

.,  L.,  F.,  MATH.,  MUS. 

.,  MATH.,  H.,  MUS.    / 

.,  F.,  MATH.,  MUS.     L 

.,  F.,  MATH.,  MUS.    £ 

.,  P.,  MATH.,  MUS.   gk 

-^"Stgf^A 


^Tmn-^«*. 


REGISTER    OF    STUDENTS. 


Jvames. 
BETTY  PETTY 
BETTIE  T.  PITZER      . 
F.  B.  PITZER    . 
J.  E.  PITZER 
MARGARET  A.  PIERCE  . 
PATTIE  PRICE    . 
BETTIE  T.  PRINCE 
ADRIENE  POWELL     . 
A.J.RAMSEY. 
ANNA  A.  REESE 
MARY  S.  REESE       . 
A.  G.  REESE 
FANNY  REYNOLDS 
SUSAN  ROBERTS 
F.  PAGE  ROBINSON 
A.  EMMA  ROBERTSON 
BELLE  P. ROGERS 
JOSEPHINE  SHARP    . 
MARY  J.  SEELEY     . 
D.  A.  STEWART 
M.  E.  SIMMONS 
N.  B.  SMITH 
SARAH  SMITH 
MATTIE  SWITZER      . 
LUCINDA  SWITZER 
VIRGINIA  SCHOOLFIELD 
SALLY  SOWrERS      . 
ALICE  SOWERS 
ADA  SUMNER 
MARY  TAYLOR  . 
MARTHA  TINSLEY 
ALICE  THOMAS 

A.  E.  THOMAS 
AMELIA  THOMPSON 
FRANK  THOMPSON 
BETTY  TURNER 

B.  E.  WALTON 
HORATI A  WARING     . 
ABB Y  WILKINSON 
LUCY  P.  WILLIAMSON 
SUE  V.  WINGFIELD 


Residence. 
Roanoke 
Roanoke 
Botetourt 
Botetourt 
Portsmouth 
Prince  Edward 
Southampton 
Southampton 
Albemarle    . 
Bedford   . 
Bedford 
Sussex     . 
Clarke 
Roanoke 
King  William 
Bedford    . 
Richmond  City 
Richmond  City 
Roanoke 
Botetourt 
Franklin 
Pittsylvania 
Clarke      . 
Botetourt     . 
Botetourt 
Henry  . 
Clarke 
Clarke 
Richmond 
Nottoway 
Roanoke 
Caroline 
Caroline 
Roanoke 
Roanoke 
Roanoke 
Sussex 
King  William 
Bedford    . 
Botetourt 
Bedford    . 


Studies. 


E. 


.,  P.,  MA.TH.,  MU: 
L.,  F.,  H.,  MUS. 
F.,  MOR.,    MUS. 
E.,  F.,  MATH. 


G.,  MATH, 
F.,  MATH 


H.,  MUS. 


B.,  MI'S. 
E.,  L.,  P.,  MATH.,  MUS. 
E.,  F.,  MATH.,  MUS. 
B.j  L.,  P.,  MATH.,  MUS* 
E.,  F.,  MATH.,    MUS. 
E.,  P..  MATH.,   MUS. 
E.,  L.,  F.,  MATH.,  MUS. 
E.,  MATH.,  N.  S. 
E.,  F.,  MOR. 


L.,  H.,  X. 


.,.  S.,  MU! 
E.,  L.,  P.,  MAT1 

"      L.    _ 


'H.,  MUS 
#  F.,  MATH.,  MUS 
E.,  F 


MATH.,    MUS. 
F.,  MATH.,  N.  S..  MUS. 
E.,  F.,  MATH.,    X.  S. 
E.,  MATH.,  H.,  MUS. 
E.,  F.,  MATn.,  H. 


E.,  F. 


,  ..,    MOR. 
E.,  F.,  MATH. 
E.,  L.,  MATH. 
E.,F.,  MATH.,  II 
E.,  F.,  MATH. 


MI'S. 


MUS« 


I,  MATH 
E.,  P.,  MATH. 
E.,  P.,  MOR. 
E.,  F 


i    MATH.,  MUS. 
E.,  L.,  MATH.,  MUS. 
E.,  L.,  MATH.,    MUS. 
E.,  P.,  MATH.,    MUS. 
E.,  F.,  MATH.,   MUS. 
L.,  F.,-MATH. 
E.,  MATH.,  H. 
L.,  F.,  MATH.,  MUS. 
E.,  P.,  H.,  MUS. 
E.,  L.,  MATH.,    MUS. 
E.,  P.,  MOR. 
E.,  L.,  F.,  MATH.,  MUS 


*mM®> 


REGISTER    OF    STUDENTS. 


Names. 
MARY  S.  WINDER       . 
A.  G.  WINDER 
L.  P.  WINDER      . 
SARAH  WITHERS  . 
L.  C.  WOOD 
VIRGINIA  WOODROOF 
CORNELIA  WOODROOF 
Total.. 


Residence. 

Hampton 

Hampton 

Hampton 

Pittsylvania 

Roanoke 

Bedford 

Bedford    . 


— —mmm 


47 


Studies. 


E.,  L.,  P.,  MATH. 

E.,  L.,  V.,   MATH. 

B.,  L.,  V.,   MATH. 

E.,  F..  MATH.,  Mis. 

E.,  F.,  MOR. 

E.,  L..  F.,  MATH..  MD8. 

.   E..  L..  r.j  MATH..  Ml\S. 

159. 


»3*^~- • 


— wmm 


— -^ifSiSfe 


Gu:b       Hf-MOBT. 


In  this  Institute  there  are  eight  Schools  or  Departments,  separate  and 
distinct,  each  conducted  by  a  male  Professor,  with  such  Assistants  as  his 
department  may  demand.  In  each  school  there  are  three  classes,  a  Pre- 
paratory, a  Junior,  and  a  Senior.  Each  school  being  distinct,  the  pupil 
may,  at  her  opinion,  become  a  candidate  for  graduation  in  any  one  or  all 
of  them.  Diplomas,  however,  are  not  conferred  indiscriminately  on  all 
the  members  of  a  class  which  may  have  passed  over  the  prescribed  studies, 
but  on  those  individuals  only  who,  at  the  final  examinations,  give  evidence 
of  a  thorough  acquaintance  with  the  subjects4  embraced  in  the  course  upon 
which  they  propose  to  graduate. 

To  become  a  FULL  GRADUATE  of  the  Institute,  and  receive  its 
highest  honors,  the  pupil  must  have  been  declared  a  graduate  in  at  least 
five  of  its  schools,  in  which  must  always  be  embraced  the  following  in 
particular,  viz  :  English,  Latin  or  French,  and  Natural  Science  cr  Mathematics. 
She  must,  also,  present  to  the  Faculty  an  essay  of  approved  merit,  com- 
posed by  herself,  on  some  literary  or  scientific  subject. 

The  Departments,  embracing  the  entire  course  of  instruction,  are  as 
follows,  viz  :  •  * 

1.   The  English  Language  and  Literature. 

2    Ancient  Languages  and  LAterature. 

3.  Modern  Languages  and  Literature. 

4.  Mathematics. 

5.  Natural  Science. 

6.  Mental  and  Moral  Science. 
1.  History. 

8.  Theory,  Practice  and  Composition  of  Music. 


^$£S£sw— ........................ ..„„.,... .,.„.,< -'^swujfglljji 

COURSE    OF    STUDY.  49     §5 


L.    ^Y.    SEELEY,    D.    D. 
MISS    SALLIE    L.    COCKE,    Ass't. 
MISS    M.    A.    SYDNOR,    -4ss'£. 
In  this  School  these  subjects  are  distinct ;  either  may  be  studied  without 
the  other,  but  proficiency  in  both  is  requisite  lor  a  diploma. 

In  English  there  are  three  classes,  viz  :  a  Preparatory,  a  Junior  and  a 
Senior. 

The  Preparatory  Class  studies  exclusively  and  thoroughly  the  elementary 
principles  of  English  Grammar. 

The  Junior  Class  is  occupied  mainly  with  the  Grammatical  Structure— the 
rigid  analysis  of  the  language,  giving  also  some  attention  to  its  philology. 

The  Senior  Class,  continuing  the  critical  study  of  analysis  and  construc- 
tion, pays  special  attention  to  the  origin,  history  and  etymology  of  the 
language,  adding,  in  the  second  half  session,  Comparative  Philology  and 
Rhetoric. 

The  class  in  Literature  studies  the  literary  history  of  our  language,  in- 
cluding the  biography  of  thy  best  En, lis!,  authors,  and  makes,  as  far  as 
may  be,  a  practical  acquaintance  with  their  works.  In  this  class  an  effort 
is  made  to  develop  a  taste  for  literature,  which  will  carry  the  student  be- 
yond the  limits  of  the  class,  as  well  as  to  form  the  judgment  as  to  what 
is  worthy  to  be  read.  To  this  end,  one  hour  is  devoted  each  day  to  read- 
ing. 

TEXT-IB  OOKS. 

Preparatory  Class. — Bailey's  Grammar,  Green's  Elements. 

Junior  Class. — Green's  Analysis,  Mulligan's  Structure  of  the  English 
Language,  Trench's  Study  of  Words,  Trench's  English  Past  and  Present. 

Senior  Class. — Latham's  Hand-Book  of  the  English  Language,  Trench 
continued,  Crabbe's  and  other  available  works  on  Synonyms,  look's  Di- 
versions of  Purley,  Anthon's  Indo-germanic  Analogies,  Alfred's  Orosins 
Campbell's  and  "Whately's  Rhetoric. 

Class  in  English  Literature. — Shaw's  Outlines  of  English  Literature 
Chaucr,  Spencer,  Shakspeare,  Milton,  Dry  den,  Edmund  Burke,  Tennyson 
and  others  of  the  best  English  Classics.  / 

In  all  these  classes  written  exercises  are  required  of  the  pupils,  ?nd  com-   £ 
ments  and  lectures  are  combined  with  the  text.  & 

i0^^ — — ...,.—-. ~ ..._ *-~m$f& 


M•^.v.•^.»^.^.•*Mnl>S,n.lM,l^|,«^l^^,^*.,•^,•i,^^^JU!^^^^j|£ 
COURSE    OF    StfDY. 


2.  Mnnvi  ^upttjW. 

EDWARD    S.    JOYNES,      A.    M.,    Professor. 
MISS    S.    L.    COCKE,    Ass't. 

The  Latin  Language  alone  is  taught  in  this  Department. 

The  method  of  instruction  is  simple,  and  at  the  same  time  thorough. — ■ 
The  effort  is  made  to  uuite  the,  discipline  of  a  thorough  study  of  the  lan- 
guage" itself,  with  the  reading  and  appreciation  of  the  literature,  upon  ele- 
vated standards,  both  of  exact  schohrship  and  of  liberal  culture.  Syste- 
matic lectures  are  not  attempted,  but  the  use  of  the  Text.Book  is  accom- 
panied by  familiar  expositions,  and  by  frequent  written  exercises.  The 
greatest  stress  is  laid  upon  accuracy  and  elegance  of  translation,  both  as  a 
discipline  and  as  an  accomplishment,  and,  in  the  higher  classes,  frequent 
and  critical  exercises  in  written  translation  are  employed,  which  are  con- 
sidered an  important  auxiliary  to  the  Study  of  English  Composition,  as  well 
as  the  highest  test  of  a  critical  and  tasteful  scholarship.  The  course  is 
progressive  throughout  the  three  classes,  and  consistent  principle*  of  in- 
struction are  pursued  in  them  all. 

The  Text-Books  are  : 

Preparatory  Class. — Runner's  Latia  Grammar,  (containing  Heading  les- 
sons and  Exercises). 

Junior  Class. — Kuhner's  Latin  Grammar,  Cornelius  Nepos,  or  Cicsar, 
Virgil.  Cicero's  Orations. 

Senior  67a*-s.— Sallust,  Horace,  Livy,_ Cicero's  Letters,  (the  last  especially 
for  written  translations.) 


3;  ^taUm  ^mguftftf. 

EDWARD    S.    JOYNES,    A,    M.,    ProfeSHOT. 

MISS    L.    W.    KERFOOT,    Ass't. 

The  French  and  the  German  are  the  languages  taught  in  this  Department. 

the  former  being  essential  to  the  diploma  of  the  department.     Provision 

will  be  made  for  teaching  Spanish  and   Italian   also,  wliviicvci  classes  chu 

be  formed. 

The  method  of  instruction  differs  from  that  pursued  in  teaching  the 
Ancient  Languages.     While   equally  systematic  and  thorough,  it  is  yet  o£ 

i?s^2*§— -  -■ ■•-•••••- ■-•-••• ••-•••••••■ '•■ - 


<Mm&™ — ..-..■■ •• - — -^wm$ 

COURSE    OP    STUDY.  51     £$f 


simpler  and  more  rapidly  progressive,  aiming  chiefly  to  impart  a  practical 
and  useful  knowledge  of  the  languages,  for  the  purposes  of  literature  and  of 
actual  life.  It  is  not  pretended  that  pupils  can  here  be  iatighi  to  speak  French\ 
or  German, — for  which  circumstances  are  requisite  which  no  school  can 
supply ;  but  by  thorough  and  constant  exercises  from  the  beginning,  in 
reading,  writing  and  hearing  them,  that  familiar  knowledge  of  the  languago^i^/ 
is  acquired,  which  leaves  only  opportunity  necessary  for  learning  to  speak 
with  ease  and  correctness.  After  the  first  stages  of  the  instruction,  the 
effort  is  made  to  teach  the  language  without  the  intervention  of  transla- 
tion, and  both  the  tongue  and  the  ear  are  carefully  trained  to  this  method. 
Perfect  correctness  of  pronunciation  is  insisted  upon  as  indispensable,  and, 
with  a  thorough  knowlege  of  the  elementary  principles  of  the  Grammar, 
is  made  the  foundation  of  all  future  progress  in  the  literature  or  the  prac- 
tice of  the  languages.  The  present  want  of  Text-Books  is  for  the  most 
part  supplied  without  disadvantage  to  the  pupil,  by  the  efforts  of  the 
teachers. 

TEXT-BOOKS. 

French  Preparatory  Class. — Fasquelle's  French  Course,  Bolmar's  Verbs, 
Telemaque. 

Junior  Class. — Christison's  French  Grammar  and  Exercises,  Charles  XII, 
Picciola.  Noel  and  Chapsal's  Grammar. 

Senior  Class. — Laporte's  Grammar  and  Exercises,  Corrinne,  Selections 
from  the  Freuch  Drama. 

German  Junior  Class. — Woodbury's  Shorter  Course,  Tiark's  Grammar 
and  Exercises,  Adler's  German  Reader. 

Senior  Class. — Tiark's   Grammar,  Schiller,  Goethe,  and  selections  from 
other  standard  authors. 


4.  .pirtteralto.     ■ 

CHARLES   L.    COCKE. 

The  Course  of  Mathematics  embraces  the  Theory  and  Practical  use  of 
Numbers,  Algabra — its  simple  Elements  and  higher  principles,  Plane  and 
Solid  Geometry,  Plane  and  A$pherical  Trigonometry,  Application  of  Alge- 
bra to  Geometry,  and  Mensuration  of  Heights  and  Distances,  Surfaces  and 
Solids. 

In  this  School  there  are  usually  several  classes  studying  the  preparatory  * 

Hfgtf-— ■•- •■••■••■••' •■•• • — — r*m 


COURSE    OF    31  DDY, 


m  52 

I 

«    course,  "which  embraces  Mental  Arithraatic,  Practical  and  reasoned  A  nth-    ^ 
7   matic,  and  Algebra  to  Equations  of  the  second  degree.  j 

;  \    Text-Books. — Qulhiw's    Mental    Arithmatic,    Crozet's     Arithmatic     for 
'    Schools  and  Colleges,  and  Davies'  First  Lessons  in  Algebra. 

The  Course  of  the  Junior  year  embraces  the  higher  principles  of  Alge- 
bra and  Plane  Geometry. 

Text-Books. — Smith's  Algebra  and  Davies'  Legendrc. 
The  Senior  Clas3  studies  Solid  Geometry,  Plane  and  Spherical   Trigo- 
nometry, Applications  of  Algebra  to  Geometry,  and  Mensuration. 

Text-Books. — Davies'  Legendre,  Daties'  Trigonometry,  Applications.  Men- 
suration, &c. 

This  Course  is  deemed  sufficiently  ample  to  secure  that  mental  training 
which  this  branch  is  designed  to  afford,  and  fully  adequate  to  all  the  prac- 
tical demands  of  female  education,  while  it  does  not  tax  the  pupil,  either 
in  time  or  effort,  to  an  unreasonable  or  injurious  extent. 
i 


5.  pfamtf  Mmt. 

WILLIAM   H.  PLEASANTS. 

In  this  Department,  the  course  of  study  necessary  to  obtain  a  diploma 
comprehends  Chemistry  and  Natural  Philosophy  (including  Astromy.) — 
The  Junior  Class  studies  Chemistry,  and  the  Senior,  Natural  Philosophy 
and  Astromy.  To  pursue  the  studies  of  the  Senior  Class  successfully, 
the  student  must  be  acquainted  with  at  least  the  principled  of  Algebra  and 
Plane  Geometry. 

TEXT-BOOKS. 

Junior  Class. — Draper's  or  Fownes'  Chemistry. 

Senior  Class. — Loomis*  or  Lsrdner's  Natural  Philosophy,  and  Robinson's 
Astronomy. 

The  mode  of  instruction  is  by  lectures  with  experimental  illustrations, 
together  with  the  study  of  the  Text-Book.     The  Institute  is  in  possession 
of  a  good  Chemical  and  Philosophical  apparatus. 
BOTANY  AND   GEOLOGY. 

Instruction  is  also  given  in  Botany  and  Geology,  not  as  a  portion  of  the 
regular  course,  but  to  irregular  classes,  when  they  can  be  formed  :  and  in 
these  subjects  a  diploma  is  not  awarded,  but  a  certificate  of  proficiency. 
TEXT-BOO  liS. 

Botany. — Gray's  series  or  Wood's  Class-Book. 


$g»S»fc~- 


»•' - •■•• — «^KaKj 

COURSE    OP    STUDY.  53 


Geology. — Gray  and  Adams'  Manual. 

The  Institute  has  a  collection  of  Minerals  and  Fossils  sufficient  for  pur- 
poses ©f  illustration. 


6.  pcntnl  muff  §toart  Mmt 

L.    W.    SEELEY,  D.    D. 

There  are  two  Classes  in  this  Department,  viz  :  Junior  and  Senior.  The 
former  is  occupied  chiefly  in  the  study  of  Intellectual  Philosophy,  includ- 
ing Logic  ;  the  latter  gives  its  special  attention  to  Ethics  and  the  Evidences 
of  Christianity. 

TEXT-BOOKS. 

Junior  Class. — Haven's  Mental  Philosophy,  Whateley's  Logic,  Cousin's 
Philosophy  of  the  Beautiful. 

Senior  Class. — Haven's  Moral  Philosophy,  Butler's  Analogy,  Paley's  Evi- 
dences, Jouffroy's  Introduction  to  Ethics,  Whewell's  Elements  of  Morality 

Instruction  in  the  History  of  Philosophy,  Ancient  and  Modern,  and  in 
the  Evidences  of  Christianity,  is  imparted  by  lectures. 


7.      <§l&tM)j. 

W.    H.    PLEASANTS. 
MISS    SALLY   L.    COCKE,   AssH. 

In  this  Department  there  are  three  Classes.  The  Preparatory  Class 
studies  some  Elemeatary  History  of  our  own  Country  and  State.  The 
Junior  Class  pursues  a  general  and  somewhat  detailed  outline,  and  the 
Senior  takes  up  periods  of  special  interest  and  importance.  No  effort  is 
made  to  teach  all  History,  but  our  aim  is  to  teach  with  all  the  thoroughness 
attainable,  with  our  limited  supply  of  Books,  the  History  of  certain  selected 
periods  and  thus  to  train  the  mind  to  historical  investigation  and  to  awaken 
a  desire  for  further  research.  The  text  is  freely  commented  upon,  and 
when  deficient  supplemented  by  lectures. 

TEXT-BOOKS. 

C       Preparatory  Class. — Frost's,  Wilson's  or  Lord's  U.   States  History  of( 

<*  Virginia. 


JWS**™ 


•— mmM 


-..-..■•..•..••.• — ■■■-■■■■•■■ — ^&m§i 

COURSE    OF    STUDY. 


Junior  Class.— Weber's  Outlines  of  History. 

Senior  Class.— Smith's  Greece,  Liddell's  Rome,   Hume.  Macttiley,   &c. 

Blair's  Chronology,  Long's  Atlas,  Appleton's  Atlas. 


8-    Pttffe, 

J.    A.    E.    WINKLER. 

MISS   LUCY  JUREY. 

MISS   HANNAH    JEWETT. 

Insteumehtal — Piano  Forte. 
tifci'i  Exercises.  J.  B.  Cramers  Studies,  Czerny's  Studies  of  Velocity,  inter- 
spersed wifih  classical  compositions,  and  otherpieces  suited  to  the  capacity 
and  ind'tvi  hiality  of  each  pupil.     Winkler's  Hints  to  Piano  Forte  players. 
Guitar.— Carcassi's  Instructor,  Etudes,  etc. 

Vocal —Panseron's  Course,  embracing  his  A,  B,  C,  method  of  vocaliza- 
tion ;  singing  in  parts,  etc. 

Lectures  on  the  various  branches  of  Musical  Composition,  (with  practical 
exercises.)  and  on  the  aesthetics  of  music,  are  delivered  to  the  more  ad- 
vanced instrumental  pupils  ;  a  knowledge  of  these  being  absolutely  indis- 
pensable to  any  correct  performance,  and  a  full  appreciation  of  the  beautiful 
and  sublima  in  music 

To  obtain  a  dip^ma  in  this  department,  the  pupil,  besides  having  ac- 
quired a  good  degree  of  facility  in  tasteful  execution,  must  possess  sufficient 
knowledge  of  .Musical  Composition  to  be  able  to  harmonize  and  arrange 
any  given  melody  in  either  the  strict  or  free  style — to  make  the  melody  and 
harmony  to  any  given  figured  bass,  and  to  modulate  from  any  one  key  into 
all  the  others.  She  must  also  evince  a  thorough  acquaintance  with  the 
lives  of  some  of  the  great  masters  of  the  art.  The  text-books  to  be 
studied  are  "Holmes'  Life  of  Mozart,"  "Sckodchcv's  Life  of  G.  F.  Handel,' 
etc. 

There  are  nine  Pianos,  a  Melodeon,  and  other  Instruments  in  the  Insti- 
tution, appropriated  to  the  use  of  the  School.  The  music  rooms  are  fitted 
up  in  a  neat  and  comfortable  manner. 

WS^^ — "■' " "'? " """ - " KJ^Mr^ 


'■- •■ - ""■•-■■ •• « — -«»dte& 

COURSK    OF    STUDY  .       55      *??. 


MISS  LUCY  JUREY. 
Pupils  pursuing  this  art  are  taught  the  principles  and  practice  of  Design. 
It  is  the  aim  of  the  instructor  to  render  the  study  interesting,  and  at  the 
same  time,  to  correct  and  refine  the  tastes  of  the  pupils  by  constant  refer- 
ence to  the  beauties  of  nature,  and  to  excise  an  artistic  spirit  by  aeuis  of 
collateral  information  respecting  the  practice  of  the  best  masters.  Al- 
though the  attainment  of  this  art  is  generally  consider  ilt,  the 
system  of  instruction  here  prescribed  is  not  laborious,  aild  a  pupiJ  with 
medium  capacity  and  a  moderate  share  of  diligence  can  make  rapid 
progn 

The  system  embraces  four  courses:  Lead-Pencil  Drawing,  Water-Color 
Drawing,  Oil  Painting  and  Grecian  Painting. 


In  addition  to  the  studies  of  the  several  Departments,  all  the  pupil 
required  to  write  frequent  English  Compositions.  For  this  purpose,  hs 
well  as  for  other  exercises,  in  the  reading,  writing  and  criticism  of  the 
English  language,  classes  of  several  grades  are  formed,  which  all  the  pupil* 
are  required  to  attend.  Particular  attention  is  paid  to  reading  aloud  ;  and 
the  exercises  in  these  classes  are  regarded  as  among  theme;.-:  important 
instructions  of  the  Institute. 

Penmanship  is  also  taught  by  a  course  of  practical  instructions. 

Bible  Classes  for  practical  instruction  in  the  Scriptures  are  also 
organized  for  the  voluntary  attendance  of  the  pupils  on  Sunday  morning  and 
afternoon.  These  classes  are  designed  for  practical  instruction  only,  and 
are  taught  wholly  without  regard  to  questions  of  sectarian  doctrine. 


The  regular  examinations  occur  at  the  middle  and  near  the  close  of  the 
session,  yearly.  They  take  place  in  the  presence  of  at  least  two  of  the  Board 
of  Instruction,  and  of  the  parents  or  guardians  of  the  pupils,  should  they 
desire  to  be  present.  The  examination  of  candidates  for  graduation  is 
partly  written,  and  partly  oral,  and  the  same  series  of  written  questions  ifl 
proposed  to  all  of  the  candidates. 

A  Certificate  of  Graduation  in  any  Department  of  the  Institute  is  awarded  ^ 

&sfs*§— ■•••■■••■•- ..••..■...,.•...•.... ~^mm& 


56    ■ 


.«.»»;;»' 


!..'s. •'..'». <'•.•"•. .'..I-. .'«.<>.. 

COURSE    OF    STUDY. 


when  the  candidate  has  exhibited  at  her  final  examination,  a  thorough 
knowledge  of  all  the  branches  comprehended  in  the  department  in  which 
she  proposes  to  graduate.  Certificates  of  Proficiency  are  awarded  in  partic- 
ular branches  of  study,  to  those  young  ladies  who,  at  either  examination 
give  evidence  of  eminent  attainments.  The  result  of  the  examination  is 
made  known  on  the  day  of  commencement,  by  conferring  diplomas  and 
certificates  upon  the  successful  candidates. 

The  Public  Exercises  at  commencement  will  hereafter  be  restricted  solely 
to  the  conferring  of  diplomas  and  certificates,  and  to  Literary  addresses 
by  distinguished  speakers.  The  other  exercises  appropriate  to  this  occa- 
sion are  designed  only  for  the  members  and  patrons  of  the  Institute,  and 
for  invited  guests,  and  no  invitations  are  issued  except  with  the  consent  of 
the  superintendent. 

The  next  commencement  will  be  held  on  the  4th  Wednesday,  (24th  day) 
of  May,  1865. 


— mM& 


In  view  of  the  prospective  scarcity  of  provisions  during  the  war,  the 
Sessions  of  this  Institute  were  temporarily  changed  so  as  to  avoid  the  heavy 
expenses  of  the  winter  months,  but  from  considerations  satisfactory  to  the 
Trustees,  the  Sessions  for  the  future  will  open  as  formerly  in  Summer  and 
close  in  Spring. 

The  present  session  opened  on  the  first  Wednesday  in  August  and  will 
close  on  the  24th  of  May,  1865,  with  a  recess  of  twenty  days,  from  the  21st  of 
December  to  the  10th  of  January.  During  this  recess,  pupils  who  may 
prefer  doing  so,  can  remain  at  the  Institute,  and  will  be  charged  for 
board,  pro  rata,  as  during  the  present  half  session,  $75. 

The  next  annual  session  will  open  on  the  first  Wednesday  in  August, 
1865,  and  continue  through  the  ensuing  Spring. 

In  consequence  of  the  constant  fluctuation  of  prices,  terms  for  board, 
tuition,  &c,  cannot  be  fixed  for  a  longer  period  than  a  half  session.  The 
charges  for  the  present  half  session,  which  will  terminate  on  the  21st  of 
December,  are  as  follows  : 

Board  and  Tuition  in  all  literary  studies          ....         $630  00 
Musicj  with  use  of  Instrument 120  00 

Pupils  furnish  Lights,  Towels  and  Sheets.  Payments  in  advance.  Xo 
deduction  except  in  cases  of  Providential  interruption. 

Terms  for  the  ensuing  half  session,  which  will  open  on  the  10th  of  Jan- 
uary, 1865,  will  be  duly  announced  by  circular  or  through  the  public 
prints. 

This  Institute  has  thus  far,  since  the  commencement  of  the  existing  war 
by  every  menus  in  its  power,  endeavored  to  keep  its  terms  at  a  low  figure. 
It  has  done  so  from  considerations  of  patriotism,  as  well  as  of  the  present 
and  prospective  wants  of  a  large  number  of  young  ladies  who  have  been, 
by  the  accidents  of  war,  reduced  to  a  condition  of  self-dependence.  The 
same  policy  will  be  pursued  in  future,  but  the  constant  advances  in  the 
prices  of  provisions  and  other  necessaries  of  life,  render  it  absolutefljm 
possible  to  maintain  the  efficiency  of  the  Faculty,  or  the  comfort  of  the 
pupils,  at  present  rates.  Unless  an  unprecedented  fall  in  prices  should 
take  place,  the  charge?  for  the  ensuing  half  session  will  be  somewhat  ad- 
vanced. 


1.  Hollina  Institute  is  located  at  Botetourt  Springs,  in  the  county  of 
Roanoke,  Va.,  immediately  on  the  S.  W.  Macadamised  Road,  and  seven 
mile?  from  Bonsack's  Depot,  seven  miles  from  Big  Lick  Depot,  and  nine 
miles  from  Salem,  all  on  the  Virginia  and  Ter.  ilroad.  Pupils 
coming  by  the  Railroad  should  stop  at  Salem,  from  which  point  Stages  run 

ly  to  this  place,  tri-weekly,  on  Monday's,  "Wednesday's  and  Friday's^ 
All  p  ckages  intended  for  pupils  should  be  sent  to  Salem,  but  all  letters  to 
Botetourt  Springs,  P.  0. 

2.  The  entire  premises  are  owned  by  the  Institute,  and  are  devoted  ex- 
clusively to  the  purposes  of  the  school.  There  is  no  Hotel,  or  public 
Boarding  House,  at  the  place,  and  none  nearer  than  the  Depots  abovD 
named. 

3.  Young  Ladies  who  enter  this  Institute  are  treated  with  the  respect 
and  attention  which  toeir  sex1  ever  receive  at  the  hands  of  good  society  in 
Virginia.  No  disgraceful  penalties  are  inflicted,  nor  are  they  subjected  to 
anylon^  catalogue  of  minute  regulations  which,  so  far  from  inducing  cor- 
rect lady-like  deportment,  often  prove  but  a  source  of  constant  annoyance 
and  irritation.  General  principles,  as  to  those  proprieties  of  life,  which 
should  ever  be  recognized  and  observed  by  all  of  their  age  and  sex,  whether 
in  or  out  of  school,  are  made  prominent,  and  the  necessity  for  more  stringent 
or  more  specific  laws  seldom  arises. 

4.  This  I  nstitute  does  not  allow  its  pupils  to  receive  the  attention  of  gentle- 
men, whether  such  attentions  are  approved  by  their  parents  and  guardians 
or  not.  When  it  is  absolutely  ne<  essary  for  ca.lls  to  be  made  by  gentlemen, 
whether  r<  iatives  or  friends,  they  should  invariably  present  letters  of  in- 
troduction and  instructions  to  the  super:  .  and  even  such  calls 
must  not  be  too  frequently  repeated.  We  cannot  assume  the  responsibi  ity 
of  supervising  such  association*  of  young  ladies  committed  to  our  care  — 
it  is  the  province  solely  of  immediate  relatives. 

The  proper  social  culture  of  the  pupils,  however,  is  not  neglected.  All 
the  teachers  and  their  families  reside  on  the  premises,  and  under  proper 
regulations,  the  freest  social  intercourse  is  enjoyed.  On  frequent  occasions, 
also,  the  parlor  of  the  Institute  is  opened  for  social  entertainments,  at 
which  none  others  than  the  Teachers  and  their  families  are  expected  to 
attend,  except  by  special  invitation  of  the  superintendent. 

i^5^§rrT .« •■ U*M* ..-.<•>.'-.. »•> »., ~~~**-*J>%$SJ§fc 

% 


INFORMATION  FOR  PATRONS. 


59 


5.  When,  in  cases  of  sudden  emergency,  pupils  are  called  home,  instruc- 
tions should  be  sent,  not  to  the  pupil  or  some  third  party,  but  to  the  super- 
intendent, who  will  make  ample  provision  to  meet  the  case,  whatever  it 
may  involve.  When  pupils  are  committed  to  others  than  the  officers  of  the 
school,  or  authorized  to  s**fe  visits,  or  to  come  home  at  the  close  of  the 
session  with  other  parties,  written  instructions  should  be  sent  to  the  super- 
intendent;  and  in  such  cases,  the  Institute  is  released  from  responsibility, 
as  soo::  as  such  instructions  shall  have  been  fulfilled. 

6.  As  this  Institute  enjoys  the  advantages  of  a  country  locality,  moun-  *l 
tain  climate  and  fine  mineral  waters,  its  sessions  are  arranged  to  embrace  \ 
the  latter  part  of  Summer  and  early  Fall,  but  this  arrangement  must  not 
be  perverted  from  its  true  design.  Pupils  will  not  be  received  for  a  few 
weeks  or  months,  but  will  be  expected  to  remain  from  the  time  of  entrance 
to  the  close  of  the  session,  and  will  be  charged  accordingly.  Absence 
from  the  intermediate  and  final  examinations  is  highly  injurious  to  the 
good  order  and  success  of  the  school,  for  these  examinations  are  not  only 
a  test  of  scholarship  and  an  important  means  of  mental  training,  but  they 
constitute  almost  the  only  incentive  imposed  by  the  discipline  to  diligent 
and  successful  study. 

7.  In  cases  of  sickness,  as  soon  as  symptoms  of  serious  disease  manifest 
themselves,  the  friends  of  the  patient  are  informed  by  telegraph  or  special 

ng.er.  every  attention  in  the  meantime  being  given,  which  could  be 
bestowed  were  they  present. 

8.  During  these  times  of  scarcity  and  extortion,  any  articles  of  bedding 
or  table  furniture  the  pupil  can  conveniently  b;ing  with  her,  will  increase 
her  comfort  while  here,  for  it  is  impossible  for  the  Institute  to  make  ample 
provision  on  this  score.  In  the  matter  of  instruction,  however,  the  facili- 
ties and  anvantages  of  the  School  have  never  been  equal  to  what  they  are 
.at  present. 

9.  Pupils  should  bring  with  them  such  text-books  as  they  may  have  on 
hand  or  maybe  able  to  procure  from  former  pupils  of  this  Institute  or  their 
friends.  This  suggestion  is  made  because  the  Book  Stores  of  our  State 
are  now  almost  wholly  exhausted  of  their  usual  supplies. 


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ERRATA. 

Oh  page  12,  line  29,  for  "adopted,"  read  "adapted." 
On  page  IT,  line  1,  read;   "  to  effect  this  object." 

On  page  31,  line  3,  for  u  experience,"  read  •'  expansion,"  and  in  line  4  for 
'•  prcmonitive  "  read  "  premonition." 


,«•«.#«»«••, t««,l«*«l%«««.i«. «•<»»•»•»•»••»«••««•<•»•»«••.♦•», 


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Hollinger  Corp. 
PH8.5 


